The Georgia Early Learning Standards Activity Guides may - gapitc

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90 One year olds have a short attention span. They may participate in activities only briefly. Encourage them but do not insist that they stay with an activity longer than they choose. Older one year olds will “stick with it” longer than younger ones. Look at a board book of babies’ faces with the children such as Baby Faces by DK Publishing or Peek a Boo or Smile! by Rebecca Grobel Intrater. Name and describe the feelings shown by the babies in the book. One year olds display their feelings with actions because they do not know any other way to do so. Sometimes these feelings can be intense and they may throw things or hit another child. Describe the child’s feelings and set clear limits calmly—“You are angry, Bobby. We can not throw toys when we get angry.” Then redirect the child to another activity or to sit quietly with you for a few minutes while he calms down. Watch the children carefully and try to intervene before they act inappropriately. If you see a child getting angry, for example, try to help her solve the problem before she acts out her anger. One year olds are easy to redirect. If you see a child getting frustrated, offer him something else to do that you know he will enjoy. Do not expect one year olds to share. Have several of the same type of toy to avoid conflicts. If one child wants to play with the same toy as another, offer one of them a similar toy instead. Do activities with one year olds individually or with two or three children. You might begin an activity with one child and invite another child to join you. You can expect one year olds to play by themselves or next to one another child rather than playing “together.” Greet each child by name when they arrive, and say goodbye when they leave. Encourage the other children to say “hi” and “bye” and learn each others’ names. Remember that you are a role model in helping children learn to play together and resolve conflicts. They will imitate your actions, tone of voice, and the words you say to other children and adults. Maintain a calm atmosphere in your classroom. Strong emotions can be frightening to the children.
1One year olds Self-awareness Show awareness of themselves as individuals as they: • Express preferences for what they like to eat • Show preferences for what they like to do • Point to themselves in a mirror • Express emotions that fit a situation such as smiling when happy, crying when upset, and clapping when excited Show awareness of their abilities as they: • Express positive emotions such as smiling or clapping when they succeed at a task • Try to do some things independently when an adult tries to do it for them, such as taking a spoon from an adult who is trying to feed them • Look for approval from adults 91
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Copyright 2007 Bright from the Star
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Contents Acknowledgements..........
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v • • • • based on high qua
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v Learning Tips Throughout the Acti
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Gain control of head and body as th
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Up the Hill Stack some firm cushion
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Gain control of hands and fingers a
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Finger Play Seat the infant in a
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10 Begin to help with feeding as th
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1 Goody Two Shoes After naptime, ta
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1 Respond to verbal or physical sig
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1 Redirect or Remove! (for a younge
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18 Show attachment toward significa
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20 In Plain Sight Place an infant o
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22 Show awareness of other children
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24 Hat Trick Sit on a mat or carpet
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26 Show beginning sense of self as
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28 We Are Proud of You! Get a suppl
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Standards: • Learning approaches
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Learning approaches for development
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Use commercial or teacher-made toys
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38 Understands spoken words (recept
Page 50 and 51: 40 Pat the Bunny Make your own litt
Page 52 and 53: 42 Expresses thoughts with sounds,
Page 54 and 55: 44 M K O II I T D N II S O N For Yo
Page 56 and 57: 46 Tips about Bilingual Development
Page 58 and 59: 48 Foundations for reading Puppet S
Page 60 and 61: 50 Dino the Dinosaur Make it “Com
Page 62 and 63: 52 Explore objects with different s
Page 64 and 65: 54 The Shape and Size of Things Giv
Page 66 and 67: 56 Actively explore the environment
Page 68 and 69: 58 Nature’s Wonders Take the infa
Page 70 and 71: 60 Begin to recognize significant f
Page 72 and 73: 62 Transition Apron Use a full-body
Page 74 and 75: 64 Gross motor skills Begin to cont
Page 76 and 77: 66 A Tisket a Tasket Put a few ball
Page 78 and 79: 68 Control hands and fingers as the
Page 80 and 81: 70 Knob Puzzles Put several three o
Page 82 and 83: 72 Help with feeding as they: •
Page 84 and 85: 74 Dressing Up Create a prop box th
Page 86 and 87: 76 Respond to verbal or physical si
Page 88 and 89: 78 Night Night Gather a few dolls a
Page 91 and 92: Standards: 1 • Personal relations
Page 93 and 94: Personal relationships with adults
Page 95 and 96: Forming attachments to parents and
Page 97 and 98: Personal relationships with peers H
Page 99: So Happy. So Sad Cut out large pict
Page 103 and 104: Frame It! Make “picture frames”
Page 105 and 106: Regulate emotions and behaviors wit
Page 107 and 108: Step Safety During diapering and ha
Page 109 and 110: Express themselves creatively throu
Page 111 and 112: Oatmeal Shake It Up, Baby! Collect
Page 113 and 114: Standards: 1 • Learning approache
Page 115 and 116: Learning approaches for development
Page 117 and 118: Where Did it Go? Get three empty sq
Page 119 and 120: Standards: 1 • Understands spoken
Page 121 and 122: Understands spoken words (receptive
Page 123 and 124: Communicate without words, using mo
Page 125 and 126: Expresses thoughts with sounds, wor
Page 127 and 128: Recording Star Record the children
Page 129 and 130: Foundations for reading Listen to s
Page 131 and 132: Our Favorite Toys Find pictures of
Page 133 and 134: Scribble spontaneously as they: •
Page 135 and 136: Mark and Erase Have one or two smal
Page 137 and 138: Standards: 1 • Foundations for ma
Page 139 and 140: Explores concepts related to measur
Page 141 and 142: Big Doll, Little Doll Organize some
Page 143 and 144: Be sure all toys and materials are
Page 145 and 146: Foundations for science Activities
Page 147 and 148: If You’re Happy... Sit with a lar
Page 149 and 150: Give one year olds opportunities to
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Foundations for social studies SAFE
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The preschool program is an extensi
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Standards: • Gross motor skills
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Gross motor skills Activities and S
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Knock ‘Em Down Bowling Gather 6-1
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Fine motor skills Activities and St
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Oatmeal Stack Up Offer the children
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Feed themselves as they: • •
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Jacket Acrobats Try this to help ch
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Two year olds show signs of indepen
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Health and safety skills Activities
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Healthy Snacks Let the children hel
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Standards: 2 • Personal relations
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Personal relationships with adults
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The Cuddling Chair Place a large ro
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Demonstrate beginning social skills
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How Do You Feel? Make two large fac
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Show behaviors that reflect their s
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Wall of Pride Ask parents to donate
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Begin to regulate their own emotion
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Terrible Monster At circle time, re
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Young children do best in environme
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Self-expression Activities and Stra
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Encourage children to express thems
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Standards: 2 • Learning approache
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Learning approaches for development
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Natural curiosity can put two year
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Standards: 2 • Understands spoken
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Understands spoken words (receptive
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Shoebox Babies In the Dramatic Play
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Use oral language for creative expr
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Give Me a Word For... In a small gr
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Surround your twos with meaningful
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Foundations for reading Our Familie
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ten little toes ten little fingers
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Scribble as they: • • • Imita
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It’s My Birthday! Make a poster t
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Standards: 2 • Foundations for ma
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Build beginning measurement concept
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Lots of Lotto Cut out pictures of o
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Counting Finger Plays Do finger pla
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Look at pictures in a book such as
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Foundations for science Activities
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Oil and Water Don’t Mix! Get a me
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Recognize family roles and personal
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Nose-to-Nose Ahead of time, collect
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I’ll Drive the Bus Gather a group
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Standards: • Gross motor skills
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Gross motor skills A Trip Through t
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Invite children to stand up and act
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Fine motor skills Activities and St
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Squeezable Art Cover a table with n
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Feed themselves as they: • •
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Wash, Dry, and Score As part of you
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Pay attention to safety instruction
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Feed Me Monster Make a “Feed Me M
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Standards: 3 • Personal relations
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Personal relationships with adults
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Boo Boo Bunny to the Rescue Choose
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Personal relationships with peers A
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Look for opportunities to make posi
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Self-awareness My Favorite Things A
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Regulate own emotions and behavior
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A Quiet Space Read a book about str
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Express themselves creatively throu
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Rainforest Rain Sticks Ask parents
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Encourage children to express thems
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Standards: • Acquire learning app
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Acquire learning approaches that su
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What Can We Make? Set up a low bala
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Standards: 3 • Understands spoken
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Understands spoken words (receptive
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Young children learn the meaning of
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Use oral language for creative expr
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The Cat’s Out of the Bag Put seve
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Allow children to express themselve
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Build print awareness as they: •
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A Puzzling Name Write each child’
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When you find a book that the child
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Foundations for writing Activities
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Gel Bags Fill some plastic bags abo
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Standards: 3 • Foundations for ma
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Build measurement concepts as they:
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All Sorts of Things Gather a set of
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The Long and Short of It Make “fe
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Look at pictures in a book such as
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Foundations for science Activities
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Heavy Lifting Gather objects of dif
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Recognize family roles and personal
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Who Am I? Collect various props use
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Take time to become well acquainted
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Books, Books, and More Books The bo
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Circus of Colors by Lisa Hopp Cloth
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Allen, K. & Marotz, L. (2003). Deve
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