The Georgia Early Learning Standards Activity Guides may - gapitc

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140 Recognize significant family and personal relationships as they: • • • • Say the name of a family member who comes into view Seek physical security from a parent or familiar adult Say the name of a family pet Identify family members by photograph Begin to recognize individual preferences and differences as they: • • 1One year olds Show preference for certain toys Claim ownership of a personal item such as a “favorite blankie” Foundations for social studies
Foundations for social studies SAFE WITH ME Activities and Strategies for Development You’re Safe With Me Let children know throughout daily routines that your first job is to keep them safe. As you greet children and the adults who bring them to the center, make them feel secure with your words and actions. Offer your hand to the toddler or pick them up. Say,“Hi, I’m glad to see you. You are safe with me until Papa comes back to get you.” As the child plays and attempts physical skills such as climbing, sit nearby and say for example,“I will help you stay safe as you climb.” If a child is a victim of hitting, biting, pushing, or some other hurtful actions, go immediately to the child that receives the hurt. As you comfort the child by holding him and talking calmly to him, say,“I’m sorry you got hurt. You are safe with me.” Pets on Parade Send a note home with each child asking if there is a family pet. Ask the name of the pet, the type of pet and any activities the toddler enjoys with the pet, such as throwing a ball or giving a treat. Invite the parent to send in a photo of the pet, if available. Collect magazine or calendar pictures of dogs, cats, birds, and other pets for children who do not have pets or do not have pictures of their own pet. Sit on the rug with your pet pictures and pet information. Invite the children to sit with you and see some pictures of animal friends or pets. As you hold up a picture, say for example,“Micah has a pet dog. Micah what is your dog’s name? Oh, your dog’s name is Pepper. Do you throw a ball to Pepper? Show us how you throw Pepper a ball!” For children who do not have a pet, let them choose a picture of a pet they like best. Say for example,“If Ella-Kate could have a pet, she would choose the bunny.” After sharing the photos together, glue them on a poster board, write the children’s names with their pets’ names under the photos, and laminate. Hang the poster at the children’s eye level to look at and recall the activity. 141
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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
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40 Pat the Bunny Make your own litt
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42 Expresses thoughts with sounds,
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44 M K O II I T D N II S O N For Yo
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46 Tips about Bilingual Development
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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
Page 99 and 100: So Happy. So Sad Cut out large pict
Page 101 and 102: 1One year olds Self-awareness Show
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: Give one year olds opportunities to
Page 153 and 154: The preschool program is an extensi
Page 155 and 156: Standards: • Gross motor skills
Page 157 and 158: Gross motor skills Activities and S
Page 159 and 160: Knock ‘Em Down Bowling Gather 6-1
Page 161 and 162: Fine motor skills Activities and St
Page 163 and 164: Oatmeal Stack Up Offer the children
Page 165 and 166: Feed themselves as they: • •
Page 167 and 168: Jacket Acrobats Try this to help ch
Page 169 and 170: Two year olds show signs of indepen
Page 171 and 172: Health and safety skills Activities
Page 173 and 174: Healthy Snacks Let the children hel
Page 175 and 176: Standards: 2 • Personal relations
Page 177 and 178: Personal relationships with adults
Page 179 and 180: The Cuddling Chair Place a large ro
Page 181 and 182: Demonstrate beginning social skills
Page 183 and 184: How Do You Feel? Make two large fac
Page 185 and 186: Show behaviors that reflect their s
Page 187 and 188: Wall of Pride Ask parents to donate
Page 189 and 190: Begin to regulate their own emotion
Page 191 and 192: Terrible Monster At circle time, re
Page 193 and 194: Young children do best in environme
Page 195 and 196: Self-expression Activities and Stra
Page 197 and 198: Encourage children to express thems
Page 199 and 200: 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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The Georgia Early Learning Standards Activity Guides may - gapitc

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