The Georgia Early Learning Standards Activity Guides may - gapitc

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76 Respond to verbal or physical signal of danger as they: • • Learn to stop an action when told to “Stop!” Reach for an adult’s hand to avoid falling such as when climbing down stairs Show beginning awareness of personal health needs as they: • 1One year olds Point to their crib or sleep mat when tired Health and safety skills
Health and safety skills Clap and Stop! Play music and move with your one year olds. Stop the music, clap your hands and say “Stop!” Activities and Strategies for Development Repeat playing and stopping the music, clapping, and saying “Stop!” several times. Encourage the children to clap and say “stop” with you. Be aware that it is physically difficult for one year olds to stop what they are doing. <strong>The</strong> goal of this activity is to help them learn the signals of clapping and the word “Stop!” so they will respond when you use them to signal danger. When a child is about to do something dangerous, go over quickly to move her away while you say “Stop!” in a firm voice. Hannah (or Henry) Hand Make a “Hannah Hand” puppet from an old adult-sized glove or mitten. Sew or hot glue colorful buttons or felt onto the palm side of the glove to make eyes, a nose, and a mouth. Add yarn for hair. Make one for each adult in your classroom. Wear the glove to make it appealing for the children to hold your “hand” for safety. Let “Hannah Hand” help children climb up or down stairs, walk safely on the sidewalk, or climb up and down play equipment. 77
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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
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 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
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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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Learning approaches for development
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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
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It’s My Birthday! Make a poster t
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Build beginning measurement concept
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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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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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Standards: 3 • Personal relations
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Personal relationships with adults
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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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Standards: 3 • Understands spoken
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Understands spoken words (receptive
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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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