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Copyright 2007 Bright from the Start: Georgia Department of Early Care and Learning The Georgia Early Learning Standards Activity Guides may be freely reproduced without permission for non-profit, educational purposes. Use of or reference to this document should cite: Georgia Early Learning Standards - Teacher Activity Guide. Bright from the Start: Georgia Department of Early Care and Learning. 2007.
Acknowledgements Grateful appreciation goes to the following people, who contributed to the development of the Georgia Early Learning Standards Activity Guides. Bright from the Start Staff Justine Strickland Assistant Commissioner Child Care Policy Catherine Broussard Standards of Care Coordinator Todd Blandin Public Relations Director Project Manager Marsha Kaufman-McMurrain, Ph.D. Child Development Consultant Roswell, GA Writing Consultant Ruth Robinson Saxton, Ph.D. Clinical Assistant Professor Department of Early Childhood Education Georgia State University Atlanta, GA Review Panel Teacher Reviewers Jennifer Byers Curriculum Specialist Longview Center Sheltering Arms Early Education & Family Centers Douglasville, GA Mary Callahan Carey, M.Ed. Program Coordinator for Kenan Preschool Atlanta Speech School Atlanta, GA Family Child Care Reviewer Kordie Green, Ph.D. Co-President Georgia Family Child Care Association Stone Mountain, GA Parent Reviewers Tynisa Hicks Parent of Tyrus, age 1 Head Start Training Consultant ChildPlus Software Atlanta, GA Stephanie Lampert, M.Ed. Parent of three including Madeline, age 3 Preschool Teaching Consultant Dunwoody, GA Special Needs Reviewer Debra Pileggi, M.Ed. Babies Can’t Wait Early Intervention Specialist Dublin, GA Language & Cultural Diversity Reviewer Nitza B. Vega-Lahr, Ph.D. Bilingual Developmental Psychologist Independent Consultant Roswell, GA Feedback Forum Participants Teachers, parents, and others who attended the Feedback Forums Designer Susie Clements Graphic Designer Roswell, GA Additional Contributions Bright from the Start also thanks Smart Start Georgia, the Early Learning Division of United Way of Metro Atlanta, for their generous assistance in underwriting the printing and distribution of the Georgia Early Learning Standards Activity Guides. Bright from the Start appreciates the efforts of Sarah Stewart for making the production of the Georgia Early Learning Standards Activity Guides a success.
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 18 and 19: Finger Play Seat the infant in 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
Page 68 and 69:
58 Nature’s Wonders Take the infa
Page 70 and 71:
60 Begin to recognize significant f
Page 72 and 73:
62 Transition Apron Use a full-body
Page 74 and 75:
64 Gross motor skills Begin to cont
Page 76 and 77:
66 A Tisket a Tasket Put a few ball
Page 78 and 79:
68 Control hands and fingers as the
Page 80 and 81:
70 Knob Puzzles Put several three o
Page 82 and 83:
72 Help with feeding as they: •
Page 84 and 85:
74 Dressing Up Create a prop box th
Page 86 and 87:
76 Respond to verbal or physical si
Page 88 and 89:
78 Night Night Gather a few dolls a
Page 91 and 92:
Standards: 1 • Personal relations
Page 93 and 94:
Personal relationships with adults
Page 95 and 96:
Forming attachments to parents and
Page 97 and 98:
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 and 150:
Give one year olds opportunities to
Page 151 and 152:
Foundations for social studies SAFE
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:
Page 177 and 178:
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
Page 201 and 202:
Learning approaches for development
Page 203 and 204:
Natural curiosity can put two year
Page 205 and 206:
Page 207 and 208:
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:
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:
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:
Page 265 and 266:
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:
Page 293 and 294:
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:
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:
Page 325 and 326:
Heavy Lifting Gather objects of dif
Page 327 and 328:
Recognize family roles and personal
Page 329 and 330:
Who Am I? Collect various props use
Page 331 and 332:
Take time to become well acquainted
Page 333 and 334:
Books, Books, and More Books The bo
Page 335 and 336:
Circus of Colors by Lisa Hopp Cloth
Page 337 and 338:
Allen, K. & Marotz, L. (2003). Deve
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