The Georgia Early Learning Standards Activity Guides may - gapitc

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264 “I Can” Can Collect cardboard tube containers with plastic lids, such as the ones tennis balls or potato chips come in, for each child. Cut pieces of construction paper large enough to go around the cans and have the children decorate theirs. Tape the decorated paper to each can. When a child accomplishes a new task, write it on a slip of paper with the date and put it in the child’s “I Can” Can. For example, “Clintona can pedal a tricycle, 2/12/07” Occasionally, read the slips of paper to the children and talk about how proud they must feel about all they can do. Encourage parents to look through their child’s “I Can” Can, too! <strong>The</strong> Little Engine Read <strong>The</strong> Little Engine that Could by Watty Piper. Show a toy train engine as a prop as you read the story. After reading the story, have one child stand in front of the group as the “engine,” and say something they are proud they can do. Continue around the group, having each child stand, say something they are proud of, and become a “car” of the train. For example, “I can hop up and down,” or “I can brush my teeth.” Let the children move around the room like a long train saying “I think I can, I think I can…” like the Little Engine that Could! Special Needs Tip Choose a child in a wheelchair to be the engine and lead the train! Find opportunities to encourage children’s efforts AND their accomplishments. Encourage children to take pride in their own efforts and accomplishments. Although children like to hear praise from adults, it is important that they learn to feel their own sense of pride, too. When children say, “I can’t do it,” encourage them to “try again” or break the task down into smaller steps so they can be successful one step at a time. Encourage children to “stretch” their abilities. When they have mastered a skill, encourage them to try something a little more difficult. Help parents understand that the process of trying is more important than a finished product. Share children’s efforts and successes with their parents.
Regulate own emotions and behavior most of the time as they: • • • • • Ask adults to intervene Wait for some things Use strategies to calm themselves Use words to express emotions Take turns Follow routines and social rules in a group setting most of the time as they: • • • • • 3Three year olds Repeat classroom rules Follow classroom rules Recognize different places have different rules Remember familiar routines Follow familiar routines Self-control 265
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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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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
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 and 254: Squeezable Art Cover a table with n
Page 255 and 256: Feed themselves as they: • •
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: Self-awareness My Favorite Things A
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: •
Page 305 and 306: A Puzzling Name Write each child’
Page 307 and 308: When you find a book that the child
Page 309 and 310: Foundations for writing Activities
Page 311 and 312: Gel Bags Fill some plastic bags abo
Page 313 and 314: Standards: 3 • Foundations for ma
Page 315 and 316: Build measurement concepts as they:
Page 317 and 318: All Sorts of Things Gather a set of
Page 319 and 320: The Long and Short of It Make “fe
Page 321 and 322: Look at pictures in a book such as
Page 323 and 324: 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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