The Georgia Early Learning Standards Activity Guides may - gapitc

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244 Puzzle-mania Select assorted puzzles with sturdy interconnecting pieces. Encourage children to turn puzzle pieces in several directions as they try to fit each piece in place. As children finger and move the pieces, point out the outline of the piece. Use language like “This piece feels pointy in the corner. Here’s a space that needs a pointy piece.” Special Needs Tip Create a “texture puzzle” for children with vision impairments. Glue pieces of fabric with different textures (corduroy, burlap, silk) on the puzzle base. Glue these same textures on the matching puzzle pieces. As children feel the “space” on the puzzle base that is bumpy, they can match it to the bumpy puzzle piece and put the piece in place. Tracing and cutting on a line will be a challenge for many three year olds. Give them opportunities to snip and draw without lines or models to follow. Provide several pairs of left handed safety scissors and “companion” scissors for children with limited finger dexterity. Have a variety of picture books accessible to the children. Pop up and flip books, such as Where is Spot? by Eric Hill, are a good choice for developing the small muscles in children’s fingers as they turn pages and flip flaps. Provide opportunities for children to use tools like large tongs, tweezers (with blunt edges), and turkey basters. Let them try to pick up cotton balls and small pompoms with the tongs or tweezers. Let them squeeze water in and out of the turkey basters. Set out small blocks and other props like plastic animals and small cars. As children stack blocks and play with small toys, they refine their fine motor skills. Provide opportunities for the children to strengthen their hands and fingers as they play with play dough and clay. Encourage children to write or paint while standing at an easel, chalk board, or paper taped to the wall. Making strokes from top to bottom is good for handmotor strength and is also a good pre-writing activity.
Feed themselves as they: • • • • Eat without spilling Use a spoon and fork Pour from a small pitcher Spread with a spreader Dress themselves as they: • • • • Unsnap clothes Button clothes with large buttons Undress and dress with minimal help Put on shoes and socks Attend to personal hygiene as they: • • • Take care of their own toileting needs Brush teeth Wash and dry hands Attend to routine tasks as they: • • • • 3Three year olds Clean up after snack Turn off simple appliances Put toys away Move to different activities Self-help skills 245
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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
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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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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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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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Page 203 and 204: Natural curiosity can put two year
Page 205 and 206: Standards: 2 • Understands spoken
Page 207 and 208: Understands spoken words (receptive
Page 209 and 210: Shoebox Babies In the Dramatic Play
Page 211 and 212: Use oral language for creative expr
Page 213 and 214: Give Me a Word For... In a small gr
Page 215 and 216: Surround your twos with meaningful
Page 217 and 218: Foundations for reading Our Familie
Page 219 and 220: ten little toes ten little fingers
Page 221 and 222: Scribble as they: • • • Imita
Page 223 and 224: It’s My Birthday! Make a poster t
Page 225 and 226: Standards: 2 • Foundations for ma
Page 227 and 228: Build beginning measurement concept
Page 229 and 230: Lots of Lotto Cut out pictures of o
Page 231 and 232: Counting Finger Plays Do finger pla
Page 233 and 234: Look at pictures in a book such as
Page 235 and 236: Foundations for science Activities
Page 237 and 238: Oil and Water Don’t Mix! Get a me
Page 239 and 240: Recognize family roles and personal
Page 241 and 242: Nose-to-Nose Ahead of time, collect
Page 243 and 244: I’ll Drive the Bus Gather a group
Page 245 and 246: Standards: • Gross motor skills
Page 247 and 248: Gross motor skills A Trip Through t
Page 249 and 250: Invite children to stand up and act
Page 251 and 252: Fine motor skills Activities and St
Page 253: Squeezable Art Cover a table with n
Page 257 and 258: Wash, Dry, and Score As part of you
Page 259 and 260: Pay attention to safety instruction
Page 261 and 262: Feed Me Monster Make a “Feed Me M
Page 263 and 264: Standards: 3 • Personal relations
Page 265 and 266: Personal relationships with adults
Page 267 and 268: Boo Boo Bunny to the Rescue Choose
Page 269 and 270: Personal relationships with peers A
Page 271 and 272: Look for opportunities to make posi
Page 273 and 274: Self-awareness My Favorite Things A
Page 275 and 276: Regulate own emotions and behavior
Page 277 and 278: A Quiet Space Read a book about str
Page 279 and 280: Express themselves creatively throu
Page 281 and 282: Rainforest Rain Sticks Ask parents
Page 283 and 284: Encourage children to express thems
Page 285 and 286: Standards: • Acquire learning app
Page 287 and 288: Acquire learning approaches that su
Page 289 and 290: What Can We Make? Set up a low bala
Page 291 and 292: Standards: 3 • Understands spoken
Page 293 and 294: Understands spoken words (receptive
Page 295 and 296: Young children learn the meaning of
Page 297 and 298: Use oral language for creative expr
Page 299 and 300: The Cat’s Out of the Bag Put seve
Page 301 and 302: Allow children to express themselve
Page 303 and 304: 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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