The Georgia Early Learning Standards Activity Guides may - gapitc

Shoebox Babies
In the Dramatic Play Center, create a baby care kit in a plastic shoebox, including
a small baby doll, baby hairbrush, blanket, doll shoes and socks, and baby bottle.
As the children are playing in the Center, say to one child, “The baby needs his
hair brushed. Can you show me the brush?” Encourage the child to show you
the brush. Ask the child, “How would you brush the baby’s hair?” See if the child
uses brushing movements.
Say, “The baby looks cold. Can you show me his blanket? Can you wrap the baby
in the blanket?”
Encourage the child to pick out the blanket and make motions to wrap the blanket
around the doll.
Repeat with other familiar objects and actions.
Talk with the children throughout the day, even during basic routines, to help
them learn the meaning of words. Say, for example, “Brandy, you wore your
sweater today. That will keep you warm when we play outside.” Or “Let’s
hang our paintings on the rack to dry.” This will help children develop their
listening or receptive vocabulary and build word meaning.
Keep directions or requests simple and direct. Two-step directions are just
right for two year olds! “Let’s pick up the blocks and put them on the shelf,”
is simple and direct.
As you read simple picture books to children, always ask them to point to or
say the names of things they see. Pointing to things that the teacher names
(“Where is the apple?”) tells about the child’s listening vocabulary. The words
the child uses to name something (“big truck”) show the expressive or speaking
vocabulary of the child. Conversation with children throughout the day
builds both types of vocabulary.
Use signing and gestures as much a possible throughout the day to communicate
with a child with hearing difficulties.
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