The Georgia Early Learning Standards Activity Guides may - gapitc

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v Learning Tips Throughout the Activity Guide you will find different kinds of “tips.” There are Special Needs Tips to suggest ways to include children with developmental delays, vision and hearing impairments, large and small muscle difficulties, and other challenges. All young children benefit when those with special needs participate in classrooms with children their same age. The Special Needs Tips are suggestions for making this a successful experience. Teachers can get additional help through their local Child Care Resource and Referral (CCR&R) agency. You can locate your local R&R online at www.gaccrra. org or by calling 1-800-466-5681. For further information and resources, call Bright from the Start at 1-888- 442-7735 or 404-656-5957 in metro Atlanta. You can access their resources online at www.decal.ga.us and click on “Special Needs” under “Families.” Language and Cultural Tips are included to suggest ways to honor the home languages and cultures of the children we teach. Children’s educational experiences are better when teachers and parents work closely together. It is in each child’s best interest for communication to flow smoothly between home and school. The Language and Cultural Tips are ways to build bridges between the two. Additionally, a set of Tips about Bilingual Development is included in the Language & Literacy section. Teacher Tips appear at the end of each set of activities. These are bits of developmental information and teaching strategies that support the skills covered in each standard. The Teacher Tips provide teachers with ideas about how to make their classrooms vibrant learning environments for young children. Using the Activity Guide for Teachers Think about the children in your care, and review your educational program. Read the age group section of the Activity Guide for Teachers that applies to the majority of the children you teach. Look at the tabs and bullets at the beginning of each section to see which standards and skills you are already covering in your daily learning experiences. Make note of areas you feel are missing from your plans and skills you would like to work on more. This exercise will help you see whether you are offering a good variety of learning experiences across the developmental areas. Read the tips throughout each section for more ideas about creating a well-rounded learning program. Children who approach learning in a positive way are likely to be more successful learners. As you go through the process of selecting activities, feel free to adjust the materials and procedures based on your experience with the children in your class. Base your selections on the children’s interests to increase their level of engagement. Choose activities that build on their natural curiosity and inclination to explore. You know your children best. The activities are designed to be a “starting place” for you. Use your own creativity to make them even better! In addition, use your best judgment as well as your knowledge of Georgia licensing standards to assure children’s safety. Choose toys and materials that are in good repair, are age-appropriate, and do not present a safety or health hazard. Supervise all activities carefully. Once you have identified standards and skills to work on, choose activities from those sections of the Activity Guide. Then check your daily schedule and plan how you will incorporate them. Begin by including one or two new activities the first week and more thereafter. Your goal is to offer activities in all five developmental areas each day. Before conducting an activity, read all the steps to see if you have the materials on hand or if you need to gather them. Decide when and how you will get the materials and when you plan to do the activity. After conducting an activity, think about how it went. Will you repeat the activity at another time? What did you learn about each child’s development during the activity? Do you need to make any changes to adapt the activity for a particular child or group of children? Remember that children develop at different rates. It is likely that you have children in your class with skills on several different levels. If you are teaching a “one year old” class, for example, you may have children who are ready to work on some two year old skills and others who are still working on some at the infant level. Become familiar with the activities in these sections of the Activity Guide too. As much as possible, you want to adapt your teaching to the children rather than expecting the children to adapt to your teaching. This Activity Guide is designed to help you do that. Most of all, use this Activity Guide to bring fresh ideas into your classroom. Always begin by looking at what a child can do and build from there. Childhood is a time to celebrate the energy, playfulness, and special abilities of each individual. Enjoy the children . . . and yourself!
Standards: • Gross motor skills • Fine motor skills • Self-help skills Infants • Health and safety skills Physical Development
Page 2 and 3: Copyright 2007 Bright from the Star
Page 5: Contents Acknowledgements..........
Page 8 and 9: v • • • • based on high qua
Page 12 and 13: Gain control of head and body as th
Page 14 and 15: Up the Hill Stack some firm cushion
Page 16 and 17: Gain control of hands and fingers a
Page 18 and 19: Finger Play Seat the infant in a
Page 20 and 21: 10 Begin to help with feeding as th
Page 22 and 23: 1 Goody Two Shoes After naptime, ta
Page 24 and 25: 1 Respond to verbal or physical sig
Page 26 and 27: 1 Redirect or Remove! (for a younge
Page 28 and 29: 18 Show attachment toward significa
Page 30 and 31: 20 In Plain Sight Place an infant o
Page 32 and 33: 22 Show awareness of other children
Page 34 and 35: 24 Hat Trick Sit on a mat or carpet
Page 36 and 37: 26 Show beginning sense of self as
Page 38 and 39: 28 We Are Proud of You! Get a suppl
Page 41 and 42: Standards: • Learning approaches
Page 43 and 44: Learning approaches for development
Page 45: Use commercial or teacher-made toys
Page 48 and 49: 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
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50 Dino the Dinosaur Make it “Com
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52 Explore objects with different s
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54 The Shape and Size of Things Giv
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56 Actively explore the environment
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58 Nature’s Wonders Take the infa
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60 Begin to recognize significant f
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62 Transition Apron Use a full-body
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64 Gross motor skills Begin to cont
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66 A Tisket a Tasket Put a few ball
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68 Control hands and fingers as the
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70 Knob Puzzles Put several three o
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72 Help with feeding as they: •
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74 Dressing Up Create a prop box th
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76 Respond to verbal or physical si
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78 Night Night Gather a few dolls a
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Standards: 1 • Personal relations
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Personal relationships with adults
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Forming attachments to parents and
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Personal relationships with peers H
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So Happy. So Sad Cut out large pict
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1One year olds Self-awareness Show
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Frame It! Make “picture frames”
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Regulate emotions and behaviors wit
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Step Safety During diapering and ha
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Express themselves creatively throu
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Oatmeal Shake It Up, Baby! Collect
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Standards: 1 • Learning approache
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Learning approaches for development
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Where Did it Go? Get three empty sq
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Standards: 1 • Understands spoken
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Understands spoken words (receptive
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Communicate without words, using mo
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Expresses thoughts with sounds, wor
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Recording Star Record the children
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Foundations for reading Listen to s
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Our Favorite Toys Find pictures of
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Scribble spontaneously as they: •
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Mark and Erase Have one or two smal
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Standards: 1 • Foundations for ma
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Explores concepts related to measur
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Big Doll, Little Doll Organize some
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Be sure all toys and materials are
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Foundations for science Activities
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If You’re Happy... Sit with a lar
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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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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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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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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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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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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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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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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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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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