Learning Activities Classroom:_ Village and Casa Blanca Rooms

Week of:_ June 1-5, 2020

APL: Approaches to Play and Learning

ESD: Emotional and Social Development HPD: Health and Physical Development

LDC: Language Development and Communication CD: Cognitive Development

Math

APL ESD HPD LDC CD

Day 1

6/01

What Can That Sound Be?

Demonstrates positive approaches to learning Sing to the tune of “Oh, Dear! What Can the Matter Be?” Oh, dear! What can that sound be? Oh dear! What can that sound be? Oh dear! What can that sound be? Let’s listen closely and hear. Encourage your child to listen very closely and identify any sounds they hear, e.g., voices in the hall, birds chirping outside the window, a car honking on the street. Have your child

Little Reactions Why It’s Important It can be challenging for you child to understand emotions because emotions are abstract and children think in concrete terms. At this point in your child’s development, you might see him/her imitating smiles, or looking dismayed when another child is crying. Observe his/her reactions to other people’s feelings. What You Do Notice what happens when your child observes other children arguing over a toy or finding it difficult to share. Observe your child’s reaction to those conflicts. Look for changes in your child’s facial expressions as he/she watches. Pay

Insect Movement Dice: How to Play

Just throw the dice and whichever side lands up is the animal you need to mimic. You can set different challenges to suit your family.

Set a timer. 30 seconds or 1 minute for each turn. For example, “Can you slide like a snail for 30 seconds?”

Set a distance. Pick two spots and go between them for each turn. For example, “Can you fly like a bee from the kitchen table to the front door?”

Set a number. This would probably be easier for smaller children. 5 – 10 of

ABC Song Why It’s Important Children love to sing and move in various ways, and some ever learn best through music and movement. Singing the ABCs in a variety of ways will help your child become more familiar with the alphabets and enjoy learning it. What You Do Before beginning, think about different ways in which your child could move and sing the song ABC song. Invite your child to sing the ABC song in various ways: loudly, in a whisper, in a high voice, in low voice, etc. Encourage her/him to move in a variety of ways as she/he sings: while tiptoeing, stomping, clapping, etc. Can you sing the song and stomp your feet as you sing? Let’s

How Many Step? Why It’s Important Providing your child with a goal to focus on while she/he practices her gross-motor skill may encourage her/him to move more readily, even with adult support. Counting each step slowly is a way to support your child’s efforts to move purposefully and methodically. What You Do When moving from one area of the room to another, hold your child’s hand or provide other appropriate support, and count together the number of steps you take. Offer as much assistance as necessary for your child to move smoothly around the room. Acknowledge her/his movements. Walking up

name and describe the sounds. Invite your child to draw what he/she hears. Try this activity in a variety of locations, e.g., on the playground, in the hallway, at the park.

attention to whether or not he/she gets involved. If the other children are resolving the conflict, incorporate your child into the problem solving. How do you think John feels when it is not his turn with the truck? What can John and Susie do to make him feel better?

the animal movement for each turn. For example “Can you jump like a grasshopper 5 times?”

Whichever way works for you, have fun doing it.

To get your free copy of the Insect Movement Dice printable, just click the download button below.

See Attachment for a dice cut out. You will need a pair of scissors to cut out the template and make the folds where it’s needed, paste the folded ends to make a cube.

see if you can sing it loudly while you stomp! Observe how much of the song your child can sing, and sing along, if needed. Invite your child to march along to the ABCs as you transition to the next part of your day. For example, she/he could march to the kitchen for lunch or toward the door to put on her/his coat.

stairs is hard work. You are really using your strong leg muscles today. Count when going up and down stairs, through doors, etc. One, two, three, four, five, six. Six steps to get to the sink. When repeating a path already taken, ask your child if she/he can remember the number of steps it took the last time. Count again to see if the number matches. It took us six steps to get to the sink. Let’s see how many steps it takes to get back to the chair. One, two, three, four, five. Only five! Wow, you must have taken really big steps this time.

Day 2

6/02

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Going Fishing Demonstrates positive approaches to learning What You Do Cut a hole in the top of a shoebox that is large enough for a small hand to fit through. Fill the shoebox with different materials of various textures, e.g., silk scarf, wax paper, sandpaper, bean bags, ribbon, aluminum foil.

Tags and Toes Why It’s Important When your child willingly repeats an effort in order to accomplish a task, he displays the patience and persistence necessary for problem solving. What You Do Demonstrate to your child how he/she can put on his/her coat by himself. Lay the coat at his/her feet with the tag touching his toes. Have him/her put his hands in the sleeves and flip the coat over his/her head.

Blanket Volleyball Materials: A towel or baby blanket and a balloon or a soft ball. Preparation and Instructions: Hold two ends of the blanket and have the child hold the other two ends. The Game: Place a ball or balloon in the middle of the blanket. On a signal given by you, you and your child toss the ball into the air and catch it in the blanket. Use visual signals, such as “1, 2, 3, go!” You may also say the signal is a word, such as “alligator.”

Busy Hands Why It’s Important Interactive songs and fingerplays give children an opportunity to do several things at once: listen, watch, move, and sing or talk. Songs and fingerplays also involve your child in language experiences that build vocabulary and encourage them to explore the sounds of words (such as with rhyme and alliteration). Materials: See attachment for the words to “Right Hand, Left Hand”

Coins in the Bank Why Its Important Putting coins in a bank gives your child practice in understanding how to put objects where they belong. Listening to each coins as it falls into the bank helps to reinforce your child’s attempts at counting the coins individually. Materials Plastic piggy bank or plastic container with a coin-sized slot cut into the top; real or pretend coins

Invite your child to go “fishing” for different materials in the box. When your child pulls out a piece, name the material and use self-talk to describe its color texture. If appropriate, ask your child to name and describe the object. Change the materials in the box to include a different selection of textures, colors, and dimensions. Ask questions about the materials, e.g., “How is the foil different from the ribbon?” Which one is the biggest?” How is the shape of the bean bag different from the shape of the sandpaper?”

Your child should now be wearing the coat. Offer several demonstrations if necessary. Talk about the steps as you show him/her: Now I will keep my hands in the sleeves and flip the coat up and over my head. Allow your child time to practice this skill for as long as he/she chooses. Offer positive feedback for any repeated attempts he/she makes, with or without success. I he /she choose to try a different way to put on his coat, encourage him/her to explore that, too. If your child feels frustrated or loses interest, do not force him to continue. Encourage him to try again at a later time when an opportunity arises.

Then you would say, “Always, apple, alligator.” Auditory and word signals help the child learn to listen. To structure this game: Clearly state the goal of the game. “Our goal is to work together to toss the ball and catch it. We can count how many times we are able to do so.”

Clearly give a signal: “The signal to begin the game will be ‘ready, set, go.”

To ensure your child waits for the signal and is successful, do not put the ball on the blanket until just before the signal to go.

Invite your child to join you in a new fingerplay. Encourage her/him to listen closely to the words, watch you, and follow along. Make sure to say the rhyme slowly to help your child become familiar with it. Watch my hands during the rhyme. You’ll see that they move just like the rhyme says. Repeat the rhyme and encourage your child to join in and copy your hand movements. Invite her/him to say the words when she/he is ready. I’m going to say the rhyme again. Do you want to join me? Continue the activity with any other familiar fingerplay rhymes. Repeat this activity when your child is interested. Encourage her/him to share the fingerplay with others.

What You Do Set up the coin bank and coins at a table. Invite your child to sit with you at the table. Explain that you need her/him help to put the coins in the bank, one at a time. As your child picks up each coin, encourage her/him to describe its shape, size, texture, and color. Point out the sound that a coin makes as it falls into the bank. Invite your child to join you as you count the number of coins going into the bank. Accept all of her/his attempts to count, even if the numbers are not in the correct order. Encourage her/him to point out other areas in the room in which one objects fits inside another (e.g., a shovel in a bucket, a pencil in the pencil tray, or a flower in a vase).

Day 3

6/03

My Sticky Hands

Demonstrates positive approaches to learning What You Do Invite your child to play a movement game with

From Seed to Tree

Regulates own emotions and behaviors What You Do Sit with your child and recite the rhyme.

Merry Movements

Demonstrate Balancing skills What You Do Recite the rhyme and demonstrate the

Reading With Two Why It’s Important When you invite two children to read a book with you and use puppets or props, you initially engage them and then encourage them to sustain their attention for longer

Outdoor Play Bell Why Its Important Using cues to help your child recall the next step in a routine can help him/ her learn about time concepts and sequences of events. When he/she associates a

you. “Let’s pretend we have glue on our hands. Our hands are so sticky!” Lead your child in acting out the movements as you recite the rhyme. My sticky hands stick to my head. My sticky hands stick to my feet instead. My sticky hands stick to my knees. My sticky hands stick together for me! Add more complex movements by asking your child to “glue” other body parts, e.g., ankle, elbow, shoulder, neck. Invite your child to stick his/her hands to two different body parts at a time, e.g., elbow and ear, knee and toe, shoulder and wrist.

As a seed I’m rather small. I barely can be seen at all. But once the raindrops water me, I grow into a great big tree. Invite your child to crouch on the ground and pretend to be seeds by wrapping their arms around their knees. Repeat the rhyme, but this time, pretend to “water” your child. Invite your child to uncurl and stand, stretching their arms out to the side. Invite your child to copy your movements as you recite the rhyme. The wind moves my limbs on a breezy spring day. [Sway your arms.] Summer’s big rains make me stretch all the way. [Stretch your arms out.] Autumn’s first chill drops the leaves from my face. [Wiggle your fingers downward.] The snows of late winter freeze me in place. [Stand still.]

movements. Invite your child to follow along. Mary, Mary, quite contrary, [March forward a few steps.] How does your garden grow? [Stand on one foot and put your arms in the air to resemble a flower.] With silver bells and cockle shells, [Lower your foot and slide sideways, with one foot leading and the other foot meeting it.] And pretty maids all in a row. [Turn around and end with your arms down at your sides and your feet together.] Repeat the rhyme and invite children to add different physical movements. Repeat the rhyme and speed up the combination or slow it down.

periods of time. This strategy also supports your child’s brief play encounters. Materials Book; related props or puppets Attached are ideas on how to make puppets. What You Do In a quiet corner or area of the room, set out a book with enough puppets and props for two children to use. Choose a book with which you are familiar. Invite your child and another child to read a book with you. Ask if they would like to help you tell the story. Encourage them to select from a paper sack puppet and props Tell or read the story, stopping often to invite your child and the other child to participate. I see you are holding the cat puppet. The cat just meowed in our story, didn’t it? Can you make you cat meow? Encourage your child and his friend or family member to interact with props during the reading. After the activity, place the puppets and the book in and

familiar cue with a routine, your child will be able to anticipate what to do next without adult assistance. What You Do When it is time for your child to go outside, ring a bell or play a special instrument to indicate the next step in the routine. The bell or instrument can signal when he/she should put his coat on or put his/her toys away before going outside. Use verbal direction with the bell or instrument until your child automatically responds to the sound. When it is time to stop playing outdoors, ring the bell or play the instrument again to signal the end of playtime. Observe your child’s response to the cue. Notice how quickly he remembers what the cue means. To preserve its effectiveness, use the bell or instrument only for the indoor/outdoor transition. If the bell can signal many different things, your child may become confused when he/she hears it.

area where your child can use them.

Day 4

6/04

Baa Baa Black Sheep

Sing the song with your child.

Baa Baa Black sheep,

have you any wool? Yes sir, yes sir! Three bags full. One for the master! And one for the Dame!

And one for the little boy who lives down the lane. Have your child wrap the Black sheep with

the black yarn provided.

Guess What I am Writing/Drawing?

To start the game, have

your child turn around so, his or her back is available to you as “pretend paper.”

“Tell your child that you are going to write/draw on his

or her back. See if you can guess what I am writing/drawing.”

You may write letters in his/her name, or (describe

shapes as you draw shapes.

In this case tell your child, “I am going to write a letter on your back or I am drawing a

shape on your back, can you guess? You can help if

he/she is having a hard time guessing. The goal of this game is to enjoy each

other’s touch on your backs and company.

From the Conscious

Discipline Book I love You Ritual

Nature Scavenger Hunt Nature Pictures Provided

Invite your child to go on a

nature walk and talk to your child about what you are

going to be looking for in the scavenger hunt. Show your child the nature pictures and tell him/her that you’re both going to hunt/look for or find

those certain items/bugs while you both go on a walk. You may not find the bugs,

nor the nature items however do the best you can. Have fun hunting.

Baa Baa Black Sheep

Sing the song with your child.

Baa Baa Black sheep, have you any wool? Yes sir, yes sir! Three bags full. One for the master! And one for the Dame! And one for the little

boy who lives down the lane.

Provided picture page. Talk to your child about who

were in the song. And help if your child is stuck. Show your child the characters in

the song. Extension: You may also use the pictures provided for sequencing the song.

Baa Baa Black Sheep

Sing the song with your child.

Baa Baa Black sheep, have you any wool? Yes sir, yes sir! Three bags full. One for the master! And one for the Dame! And one for the little boy who lives down the lane. Have your child match the pom poms to the numbers of each bags of wool.

Day 5

6/05

Baa Baa Black Sheep Name activity

Sing the song with your

child.

Baa Baa Black sheep, have you any wool? Yes sir, yes sir! Three bags full. One for the master! And one for the Dame!

And one for the little boy who lives down the lane.

After that, explain to your child that he/she is going to make a black sheep

name, using your child’s name. Show your child the clothes pin holding the pom pom and say that he/she is going to paint/dab and dot over

his/her name. He/she is making the name fluffy

like the sheep.

Snuggle Up

Snuggle and singing time. Sung to “Rock-a Bye Baby”

“Snuggle up children In your safe place. You can go there,

To have your own space. When you feel scared And want to feel loved,

Just cuddle yourself And the bear with a hug. “

Please refer to the attached paper and read as to why

you are teaching this activity to your child.

This activity is from the Conscious Discipline

I Love You Ritual

Walk and Stop

Preparation and Instructions: Bend down to your child’s height behind your child.

To start the game, sing or chant the following words

with any tune that works for you: “You walk, and you

walk, and you walk and…. STOP!” As you sing this

song, take steps with your child. When you say

“STOP,” bring your body to a quick stop. Repeat the song

as you move around the room.

Variations: Change the movements as you walk with

your child to jumping. You jump, and you jump, and you

jump and….” STOP!” Try swaying, swinging,

marching, skipping, hopping, wiggling, and leaping.

Let your imagination go!

This activity is from the Conscious Discipline

I Love You Ritual

Read 15 mins

Read a book with your child. Ask your child to point to the title of the book. Read the story. Ask him/her to tell you a few events from the story. Then ask your child to draw you the story. If it’s just a scribble that is fine.

Color Match

Have you and your child look at the Baa Baa Black Sheep color match page. Encourage your child to go around the house to look for that certain color and have him/her bring you something that is the same color as the one he/she is looking for. Be sure to say each color name.

Snuggle Up (Day 5 activity)

Preparation and Instructions: A “safe place” is an alternative to time out. A safe place is a place where children who are feeling rejected, alone, anxious, or

angry can go to return themselves to a more peaceful inner state. Children cannot do so, however, unless they are first taught how to “calm down.” Everyone

gets upset; one important life skill is to be able to calm oneself down. To help your child learn to calm down, provide a safe place for your child. (Optional)-A

beanbag chair is a wonderful safe place because it hugs you when you sit in it. To teach your child how to use the safe place, sit with your child in it, holding

your child and a transition object, such as a teddy bear. While sitting in the beanbag chair, hold your child and sing the following to the tune of “Rock-a-Bye

Baby.”

Snuggle up children In your safe place. You can go there, To have your own space. When you feel scared And want to feel loved, Just cuddle yourself And the bear with a hug. When you get to the last two lines of the song, hold your child and the bear tightly, giving an extra little hug. Tell your child that when he/she is angry or upset, he/she can come to the safe place to calm down. To do so, hug the bear and take two long breaths. You must show your child how to calm down as you sit in the chair snuggling him/her. To teach your child what a safe place is and what it is for, this activity must be repeated over and over again. Eventually, your child will be able to go to the safe place alone and feel the same soothing feelings he/she felt with you. This activity is from the Conscious Discipline

I Love You Ritual

Use for Day 4. Talk with your child about who were mentioned in the nursery rhyme song. You can use this page for sequencing the song. You may color this

page with your child. Cut out the pictures.

NATURE SCAVENGER HUNT

Can you find

A stick

A dandelion

A leaf

A ladybug

A butterfly (any color)

Attachment: For Day 2 (LDC)

Busy Hands

Words to “Right Hand, Left Hand”: This is my right hand. I raise it up high. This is my left hand. I’ll touch the sky. Right

hand, left hand, roll them around. Right hand, left hand, pound, pound, pound. Right hand on my shoulder. Left hand on

my knee. I’ll clap them together: one, two, three; words to “Look What My Hands Can Do!”: Hands upon my head, I place

upon my shoulders. On my face, by my waist, by my side, then behind me they will hide. I can raise them way up high and

let my fingers fly, fly, fly. Clap, clap, clap. One, two, three. See how quietly they can be.

Attachments for Day 3 (LDC)

Ideas for making paper sack puppets: