The Georgia Early Learning Standards Activity Guides may - gapitc

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Finger Play Seat the infant in a “play saucer” that has a variety of built-in, multi-sensory toys for fine motor activities, such as spinning a tube to make colorful beads twirl around or pounding a pop-up toy. For mobile infants, place rattles,“busy boxes,” or stacking rings on a mat and encourage the infant to crawl to the toys and explore them with fingers and hands. Say to the infant,“Oh, look! Can you make the beads spin? Yes, you are spinning the tube with your hand. Do you see the beads moving? Can you hear their sound?” As the infant plays with various toys, talk with her about how her hands and fingers are making the different actions happen. Crawl to the Sound Find a small hand drum or oatmeal box and a hand rattle with bells. Bring the instruments and sit down near an infant who is playing on a floor mat. Call the baby’s name and say,“Let’s play music! Can you hear my drum?” (Make soft taps on the drum.) Encourage the infant to crawl toward you and the sound. Invite him to hit the drum or oatmeal box to create a sound. Next, move your position on the mat and shake the bells. When you have the infant’s attention, coax him to crawl to the new sound. Invite him to pick up the hand rattle with bells and shake it. Say,“You are making music! You can hit the drum and shake the bells!”
Toys for infants,such as rattles,should be soft and pliable. <strong>The</strong>y will wave them around,drop them,and put them in their mouth for teething and tasting.Infants could easily hit themselves (or others) in the face with a hard rattle. Play hand and finger games like “Patty Cake, Patty Cake” that focus infants on their hand and finger movements. <strong>The</strong>se games will help strengthen small muscles and coordination. Select a variety of toys for infants to shake, bang, palm, grasp, dump, and pass between hands. Offering infants different toys will encourage them to use their hands and fingers in different ways. Infants will place everything in their mouths as a way to explore,so extra care must be taken to ensure a safe, healthy, and hazard-free environment. Infants with visual impairments can be included in activities that encourage them to use their other senses,such as hearing different sounds,feeling different textures, and using their hands and fingers. Similarly, babies with hearing impairments can be included in activities that encourage them to look at visual cues and use their sense of touch.
Page 2 and 3: Copyright 2007 Bright from the Star
Page 5: Contents Acknowledgements..........
Page 8 and 9: v • • • • based on high qua
Page 10 and 11: v Learning Tips Throughout the Acti
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 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
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
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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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Page 227 and 228:
Build beginning measurement concept
Page 229 and 230:
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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Page 237 and 238:
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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Page 267 and 268:
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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The Georgia Early Learning Standards Activity Guides may - gapitc

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