introduction and preparation for the focus area – about...

Adventures for Toddlers – Focus Area #1 – About Me #1.0 - Introduction and Preparation

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Introduction and Preparation for the Focus Area – About Me

Introduction

During the first three years of life, children begin creating a picture of who they are, what they can do, and what they feel. The picture that children create will affect every area of their development. The Arkansas Framework for Infant and Toddler Care contains information about each developmental strand and how the strands intertwine with each other. Consider reviewing the Framework as a foundation for using the Adventures for Toddlers curriculum with your children. During the first 18 months of life, children are usually referred to as young infants (birth to 8 months) and mobile infants (8 to 18 months). Children between the ages of 18 and 36 months are usually called toddlers. While each toddler is a unique individual, normally developing toddlers share many common characteristics. They are beginning to assert their independence. They are learning to do many things for themselves and to make simple choices. They use language to refer to themselves and others and to express a need. They can learn to use words to express their feelings. Toddlers are becoming aware of their bodies and what their bodies can do. The five senses of touch, taste, smell, seeing and hearing are the information-gathering tools of toddlers. Through their senses, toddlers get in touch with their world. Through both planned and spontaneous experiences, caregivers can provide opportunities for toddlers to discover many things about themselves, their world and others in their lives. _________________________________________________________________________ Note that many of the experiences in this Focus Area have an age designation of either Younger Toddler (YT) or Older Toddler (OT) and that these two age designations do not specify age in months. Weekly plan sheets that focus on one or more of the big ideas in a topic are included. One plan sheet for each week will be designated for Younger Toddlers and one for Older Toddlers. There will be several weeks of plan sheets for each Focus Area. Some of the same experiences will be included for more than one week because toddlers need many opportunities to develop and reinforce skills and begin to understand concepts. Developers of Adventures for Toddlers suggest that caregivers use their knowledge of individual children to determine which experiences are appropriate for which children in their care. Feel free to adapt the weekly plan sheets or to develop new plan sheets to meet the needs of each child and of the group. Consider adding additional experiences from the many that are a part of this Focus Area.

Resources

• Children’s books can be purchased online, from school supply catalogs or local

book stores. • Check with your local library for the availability of children’s books. • Contact the Division of Child Care and Early Childhood Education for the following

materials or locate at www.arkansas.gov/childcare

Arkansas Framework for Infant and Toddler Care Picture This: A Framework for Quality Care for Infants and Toddlers

http://www.arkansas.gov/childcare�


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Infant and Toddler Family Connection A Story a Month - Mother Goose Rhymes: Jack & Jill, Jack Be Nimble

and Little Miss Muffett A Story a Month – July 2002 – The Very Busy Spider (patterns for

storytelling figures) B.A.M.M.M.! – Books and Movement – A Magical Mix, Learning Activity #1

– I Can Move My Body in Many Ways. - From Head to Toe (patterns for storytelling figures)

• The Infant /Toddler Photo Activity Library, A Pam Schiller Resource, published

by Gryphon House (52 photos & activity cards focusing on the following topics: Me and My Body, Families, Things I Wear, Toys, Pets, Big Animals, Transportation, Construction.)

Website: www.ghbooks.com Phone: 301-595-9500 or 800-638-0918 (toll free) • CDs which can be ordered online or from school supply catalogs:

o Start Smart Songs for 1s, 2s & 3s – Brain-Building Activities by Pam Schiller, KIMBO Educational

o Toddlers on Parade, KIMBO Educational o 50 Toddler Sing-Along Songs (2 CDs with 50 activities), Twin Sisters,

www.twinsisters.com .

Picture File

• Collect pictures that relate to this Focus Area – About Me. Examples of pictures to

collect include: o children from infancy through preschool – pictures to reflect diversity o families that reflect diversity o body parts such as faces, ears, noses, mouths, eyes, hands, and feet o children involved in activities such as running, riding a wheel toy, building

with blocks, feeding a doll, looking at a book, eating, playing with a ball o people expressing different emotions.

Include small (index card size) as well as larger pictures. Consider mounting the small pictures on index cards. Laminate or cover all of the pictures with clear, self-adhesive paper for durability.

• Post some of the pictures on the wall at toddler’s eye level. Observe to see if toddlers look at the pictures and point to and/or name the objects or people in the pictures. Join them and expand on what they say. For example, say to Megan who has pointed to a baby and said “baby” say “Yes Megan, that’s a baby playing with a rattle.”

• Put some of the small pictures in a container and place it in the library area so that

it is accessible to children. Observe a child as he takes the pictures out of the box. Should the child bring a picture to you, involve him in discussing what he sees in the picture. “That’s a girl playing with a ball.”

• Keep some of the pictures in a basket or tote bag within easy reach. Use the

pictures with an individual child or a small group of children. Invite them to name objects and to talk about what is happening in the pictures. Allow children to look at the pictures on their own. Model and talk with them about the proper way to handle the pictures.

http://www.ghbooks.com/�

http://www.twinsisters.com/�


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• Determine if funds are available to purchase The Infant /Toddler Photo Activity Library, a Pam Schiller resource published by Gryphon House. See Resources for ordering information.

Note: Refer to Curriculum Tips and Techniques – Picture File, for additional information about how to organize a picture file.

Toddler Environment

The toddler environment should always provide equipment and materials for language experiences, manipulative exploration, gross motor and block play, sensory exploration, pretend play and outdoor exploration. The following additions to the environment are intended for the entire topic: About Me. Each Weekly Plan Sheet will specify which materials to add for that week. Library Area

• Add books: See How We Have Grown and We Are Friends • Add container of pictures that have been laminated or covered with clear self-

adhesive paper. (See Picture File, page 2 for examples of types of pictures to collect.)

Manipulative Exploration

• Add Texture Book • Large stringing beads with different patterns and textures • Picking Up Cotton Balls • Knob puzzles with 2 to 5 pieces • Pegboards (wood or plastic) with large, blunt-ended pegs

Gross Motor & Blocks • Textured blocks/cubes • Tape down large pieces of bubble wrap to the floor in block area. • Collect and add large firm pillows for stacking and for crawling over • Make grocery bag blocks as follows: 1. Involve toddlers in scrunching newspaper

to fill the bags and make them stable. 2. Fold down the tops of the bags to create a flat top. 3. Tape the flat top securely.

• Add small people figures (wood, rubber, or vinyl) and small vehicles Note: Store people figures and vehicles in clear plastic tubs that are labeled with both pictures and words.

Sensory Exploration

• Hang wind chimes in classroom. Locate them so that air moves them. Observe to see if children look for the source of the sounds made by the chimes.

• Add scented playdough (one scent a day). • Add Sensory Bottles.

Pretend Play

• Add large soft dolls that have clothes that can easily be taken off and put on. • Have dress-up clothes such as vests and shirts that children can put on and take

off. Shorten sleeves of shirts to fit children. • Include clothes of different textures. • Include gloves of different textures, such as cotton gloves, leather gloves, fleece

gloves, and rubber gloves. • Have dress-up clothes with large buttons and snaps. Demonstrate buttoning and

snapping. Encourage children to button and snap, assisting as needed. • Have unbreakable full-length mirror that is securely fastened to wall.


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• Add unbreakable hand mirrors. • Add toy telephones (at least 2).

Outdoor Exploration

• Hang wind chimes and windsocks outdoors. Locate them so that children can see and hear them. Observe to see if children look for the source of the sounds made by the chimes or if they notice the movement of the windsock. If children do not notice the wind chimes, for example, make a comment such as, “I wonder what is making that sound. Let’s see if we can find out what it is.”

• Go on a sensory walk with the children. Invite them to touch safe items in nature: the bark of a tree, the leaves of a shrub or tree, a rock, a pinecone. Use tactile words to describe the items. “Feel how rough the bark of this tree is.” “This rock is really hard.”

Safety Note: It is the responsibility of the child care program and each employee to ensure the safety of toddlers in the program. This includes the materials and equipment provided for children’s use. Should you have safety questions, the developers of this curriculum suggest that you consult with your Child Care Licensing Specialist for technical assistance. Curriculum books such as The Creative Curriculum for Infants, Toddlers & 2s, 2nd Edition, contain safety information. See Curriculum Tips and Techniques, References and Resources, for additional resources. .

Family Experiences

Send home a note to families stating that for the next few weeks the children will be involved in the Focus Area: About Me. They will participate in experiences that focus on who they are, what they can do, and the feelings they can express. How families can be involved in this Focus Area will depend on the situation of each child and his or her family. Consider some of the following ways to involve the families:

• Invite families to send 2 or 3 photos of their child; photos that show the child from infancy to now.

• Invite families to send photos of their child and family members and to indicate on the back of each photo the name and relationship of each person.

• Include the titles and authors of some of the child’s books that relate to the Focus Area: About Me. Suggest that they look for these books in the local library, check them out and read them with their toddler.

• Send home the booklet, Picture This: A Framework for Quality Care for Infants and Toddlers. Suggest that families read the booklet, especially pages 2-7.

#1.1 – My Name – I’m Growing

Big Ideas

Here are some big ideas about toddlers that you can help them explore:

I have a name. I am growing.

Materials to Collect and

Make

Featured Books Mother Goose books Key: (BB) – Available in Board Book only (+BB) – Also available in Board Book Note: See Book List section, for suggested Mother Goose books or use Mother Goose Books that are available to you. Books to Make See How We Have Grown Storytelling Figures and Mother Goose Rhyme Charts

• Locate at A Story a Month on the Arkansas Better Beginnings website: Storytelling figures (felt or magnetic) for the Mother Goose Rhyme, Jack and Jill Storytelling figures (felt or magnetic) for the Mother Goose Rhyme, Jack Be Nimble

• Illustrated Mother Goose Rhyme Chart, Jack and Jill • Illustrated Mother Goose Rhyme Chart, Jack Be Nimble

Additional Materials

• Sensory bottles • Sound bottles • Unbreakable hand-held and wall-mounted mirror • Mirror in a box • Grocery bag blocks

Book List

*Featured Books

Mother Goose Books (BB) Humpty Dumpty and Other Rhymes by Iona Opie and illustrated by Rosemary Wells Little Boy Blue and Other Rhymes by Iona Opie and illustrated by Rosemary Wells My First Real Mother Goose Board Book by Blanche Fisher Wright Pussycat Pussycat and Other Rhymes by Iona Opie and illustrated by Rosemary Wells Wee Willie Winkle and Other Rhymes by Iona Opie and illustrated by Rosemary Wells

Adventures for Toddlers – Focus Area #1 – About Me #1.1 – My Name – I’m Growing

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Reading Books with

Toddlers

Note: Review the section in Curriculum Tips and Techniques on Reading Books with Children, for suggestions on how to use books with children. Benchmarks: 4.5.C Shows enjoyment of books and stories 4.3.C Responds to verbal and non-verbal communication Book: Mother Goose book (your choice) Rhymes: Jack and Jill and Jack Be Nimble How to begin:

• Read the rhyme with the children while showing the illustrations. • Repeat the rhyme with children • Invite children to say the rhyme with you.

Note: Read and say other rhymes with children any time there is an opportunity to do so.

Language and

Cognitive Materials

and Experiences

Note: Review the section in Curriculum Tips and Techniques on Making Storytelling Figures (felt or magnetic). Benchmark: 4.5.C Shows enjoyment of books and stories Planned Experience: Storytelling, Mother Goose Rhymes (YT & OT) Jack and Jill Jack Be Nimble How to begin:

• Make either felt or magnetic storytelling figures for each of the stories. • Read the rhymes with children several times so that they are familiar with the

characters and the order of events. • Use the storytelling figures to present the rhymes. • Involve children in placing figures on the storyboard when you feel they can do this.

____________________________________________________________________________ Benchmarks: 4.4.C Communicates through language 1.2.C Becomes aware of self as a unique individual

I Am Special (Sing to tune of Are You Sleeping?)

Savanah is special, Savanah is special.

Yes, she is. Yes, she is. Savanah is so special, Savanah is so special.

Yes, she is. Yes, she is.

Note: Insert each child’s name as you sing this song. ____________________________________________________________________________

Where Is Jackson? (Sing to tune of Are You Sleeping?)

Where is Jackson? Where is Jackson?

There he is. There he is. I see Jackson. I see Jackson.

Yes, I do. Yes, I do.


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Note: Insert each child’s name as you sing this song.

I See Ryan (Sing to tune of Are You Sleeping?)

I see Ryan, I see Ryan.

Yes, I do. Yes I do. Ryan is playing with blocks. Ryan is playing with blocks.

Yes, he is. Yes, he is.

Note: Insert each child’s name and the activity in which they are involved as you sing this song. ____________________________________________________________________________

Hickety Pickety Bumble Bee

Hickety Pickety Bumble Bee.

Can you say your name for me? ____________________________________________________________________________

Jack Be Nimble

Jack be nimble, Jack be quick.

Jack jump over the candlestick. Note: Provide a block for one child at a time to jump over as you insert his or her name into the rhyme.

Jack and Jill

Jack and Jill

Went up the hill, To fetch a pail of water.

Jack fell down, And broke his crown,

And Jill came tumbling after.

Sally Go Round the Sun

Sally go round the sun Sally go round the moon

Sally go round the chimney pots On a Sunday afternoon.

Note: Substitute furniture or equipment that you want children to go around as you say this rhyme. For example,

Sally go round the table, Sally go round the chair Sally go round the slide.

Note: After saying the previous 3 rhymes with children, substitute children’s names in the rhyme.


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Note: Make charts for Jack Be Nimble and Jack and Jill. Laminate or cover the charts with clear self-stick paper for durability. (See Curriculum Tips and Techniques, for information on making charts.) Show the charts as you and the children say the rhymes together. Post the charts at the child’s eye level. Should you observe a child looking at one of the charts, join her and invite her to say the rhyme with you. ____________________________________________________________________________ Benchmarks: 4.4.C Communicates through language 1.2.C Becomes aware of self as a unique individual Planned Experience: The Name Game (YT & OT) Materials: 2 toy telephones How to begin:

• Use one of the telephones and pretend to call the child. Invite the child to answer the phone.

• Ask, “Who is this?” or “Is this Mikala?” • Encourage the child to say his or her name into the telephone. If the child does not

respond with his/her name, say something like, “This is Mikala I am speaking to.” • Repeat the activity, encouraging the child to answer with his/her name. • Allow a child time to respond with his or her name before saying the child’s name.

Extensions:

• Extend the telephone conversation to include other people in the child’s family. For example, say, “May I speak to Grandpa?” or “May I speak to Daddy, please?” Be familiar with each child’s family members in the home so that you can incorporate their names into the telephone conversation.

• Include the names of other children who join you in the name game. • Make up silly names. For example, say, “Is this Jackaroo? No? Boo Boo Moo? No?” • Include this activity as often as children seem interested and as long as they need

prompting to say their names. • Use children’s names throughout the day as you speak with them and as you refer to

the other children in the group. • Have toy telephones available in the pretend play area and observe to see if and how

children use them. Note: Encourage older toddlers to talk with each other on the phone. For example, after the called toddler has answered the phone, hand your phone to another child and say, “Jamelli, I’m giving the phone to Eric. He wants to talk to you.” Additional Benchmark: 3.2.C Shows interest in peers ____________________________________________________________________________ Benchmarks: 1.2.C Becomes aware of self as a unique individual 4.4.C Communicates through language 4.5.C Shows enjoyment of books and stories Planned Experience: See How We Have Grown (YT & OT) Materials: See How We Have Grown Book How to begin:

• Ask families to send two or three photos of their child; photos that show how the child has grown from infancy to now.


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• Develop a class photo album with one page for each child. Label the page with the child’s name.

• Slip photos into albums with plastic sleeves or magnetic, clear pages. • Label the album, See How We Have Grown. • Sit on the floor in the Language Area and begin to look at the book. • Invite a child to join you by saying something like this: “Antonio, come look at this book

with me and see how much you have grown.” • Include other children in the activity as they join you and Antonio. Show them their

individual page. • Invite children to name the other children in the book.

Extensions:

• Place the book in the Library Area so children can look at it on their own. • Join a child you observe looking at the book and involve him or her in naming the

children on each page and discussing what they are doing. Note: When you invite a child to join you in an activity, make sure the child is not actively engaged in something of interest.

Self, Social and

Emotional Experiences

Benchmark: 1.2.C Becomes aware of self as a unique individual Planned Experience: Someone Special (YT & OT) Materials: Unbreakable mirror and small box with lid How to begin:

• Provide an unbreakable mirror safely attached to the bottom of a box which has a lid. • Say to a child, “I have something very special in this box. Would you like to see what’s

in the box?” • Allow the child to take the lid off the box and look inside. • Invite the child to tell you what she sees in the box. Respond appropriately to what

child says. For example, if she says “Me”, say “Yes, Rachel, you see yourself in the box.”

• Allow each child a turn looking inside the box. • Suggest that children look at themselves in the full-length mirror on the wall. Say,

“Rachel, you can see all of yourself in this mirror.” Extension: Consider making two or three mirror boxes and allowing children to explore them independently. Note: When you invite a child to join you in an activity, make sure the child is not actively engaged in something of interest.

Sensory and Art

Benchmarks: 6.1.C Gains an understanding of basic concepts and relationships 6.2.C Applies knowledge to new situations 6.3.C Develops strategies for solving problems Planned Experience: Sensory Bottles (YT & OT) Materials: Collection of sensory bottles (Review the section in Curriculum Tips and Techniques for Making Sensory Bottles)


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Materials and

Experiences

How to begin: • Place the bottles on a low shelf or table. • Observe toddlers as they interact with the bottles. Do they shake them? Do they roll

them? Do they look at the objects inside the bottle? Do they apply the strategies they used with one bottle to another bottle they select? Do they seem to have a favorite?

• Join toddlers as they interact with the bottles. Pick up one of the bottles, shake it and say, “I see the stars moving in this bottle. Joshua, see if you can make the stars move.”

___________________________________________________________________________ Benchmarks: 6.1.C Gains an understanding of basic concepts and relationships 6.2.C Applies knowledge to new situations 5.2.C Develops fine motor skills 5.3.C Coordinates eye and hand movements Planned Experience: Sticky Experience (YT) Materials: Long piece of self-adhesive paper (3 feet), tape, lightweight materials such as feathers, fabric scraps and small laminated pictures, container for materials How to begin:

• Remove the backing from a long piece of self-adhesive paper (3 feet) and use tape to attach the paper sticky side out to the wall at children’s height.

• Invite toddlers to feel the sticky surface. Discuss with them that the wall is “sticky.” • Place lightweight materials such as feathers, fabric scraps and small laminated

pictures in a container near the sticky wall. • Observe to see if children try and stick any of the items to the wall. If not, join them

and select one of the items in the container and say, “I wonder if this will stick to the wall.”

• Comment when children are successful in sticking items to the wall. For example, say, “Yolanda, you stuck that picture of a horse to the wall.”

Extensions:

• Cut out photos of the toddlers or pictures from magazines and glue them to the tops of plastic lids from yogurt containers or potato chip cans.

• Place the pictures in a container near the sticky wall. • Observe to see if children try and stick any of the pictures to the wall.

Food/ Nutrition

Experiences

Benchmarks: 1.3.C Demonstrates increasing sense of competence and confidence in growing abilities 1.4.C Asserts independence 5.4.C Develops self-help skills Experience: Fruit Tasting (YT & OT) Materials: Small pieces of fruit such as bananas and cantaloupe, each in a separate bowl with a small serving spoon, one small bowl, spoon and napkin for each child and for you How to begin:

• Sit at table with a small group of children. • Give each child a bowl, spoon and napkin. • Put a spoon of one fruit in your bowl and say, “I’m serving myself some bananas.

Brianna, let me help you serve yourself some bananas.” Assist children to serve themselves a spoonful of the fruit.

• Repeat this process with the other fruit.


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• Begin to eat the fruit. Talk about how sweet the banana tastes and that you really like the cantaloupe because it tastes sweet, too.

• Avoid pushing the children to taste the fruit. When you sit at the table with the children and model tasting the fruit, this says to them, “Miss Shawna is eating it so it must taste good.”

Extension:

• Try other fruit such as small pieces of pineapple, pears, peaches or watermelon. Note: Check for food allergies before introducing any new foods to children. Make sure fruit pieces are of a size that keep children from choking on them. Caregivers and children should always wash hands before participating in a food experience.

Movement, Music and

Gross Motor

Experiences

Benchmarks: 5.1.C Develops gross motor skills 6.1.C Gains an understanding of basic concepts and relationships Planned Experience: Shake, Shake, Shake that Bottle (YT & OT) Materials: Sound Bottles (Review the section in Curriculum Tips and Techniques for Making Sensory Bottles) How to begin:

• Place two or three of the bottles on a shelf where children can easily see and select them.

• Observe as a child experiments with the bottle. • Join the child, select a bottle, and begin to sing the following song to the tune of “Row,

Row, Row Your Boat.” Suit actions to the words.

Shake, shake shake that bottle, Shake it if you can.

We can shake it, then we’ll stop. Then we’ll start again.

Shake, shake shake that bottle

Shake it if you can. Shake it loud, then shake it soft.

Then we’ll start again.

Transition Times

Who’ll Clean Up with Me?

• Use the rhyme, “Hickety Pickety Bumblebee” as a transition. Say “Hickety Pickety Bumblebee.

I need Javier to help pick up the blocks with me.”

Note: Adapt other fingerplays previously listed as transitions to move children from one activity or place to another.


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Family Experiences

Send home the following activity sheet from Infant and Toddler Family Connection:

Activity #25 – “Book about Me” (See Attachment: Book about Me)

Include a Family Response sheet for each activity. (See attachment: Family Response Sheet)


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Weekly Plan Sheet

Week of __________________ Topic #1.1 My Name- I’m Growing

___________ Caregiver(s) __________________________________

Big Ideas I have a name. I am growing.

Changes to the Environment

Language Materials / Books


Gross Motor Materials & Equipment / Blocks Sensory Exploration Pretend Play Outdoor Exploration

Add books: See How We Have Grown, selected Mother Goose books, container of pictures

Add knob puzzles Add people figures and Grocery Bag blocks

Add sensory bottles, sound bottles

Add large soft dolls, dress-up clothes, unbreakable full-length and hand held mirror, toy telephones

Go on a sensory walk

Experiences for the Week Day Books Finger Plays, Language

and Cognitive Self, Social and

Emotional Sensory, Art, Nutrition Movement, Music, and Gross Motor Transition Times

Monday Select: Mother Goose Book – p. 2

FP or Song: I Am Special – p. 2 Game: The Name Game – p. 4

Someone Special – p. 5

Sensory Bottles – p. 5

Shake, Shake, Shake that Bottle – p. 7

Who’ll Clean Up with Me? – p. 7

Tuesday See How We Have Grown – p. 4

FP or Song: Where Is Jackson? – p. 2 Game: The Name Game – p. 4



Sally Go Round the Sun – p. 3


Wednesday Select: Mother Goose Book – p. 2

FP or Song: I See Ryan – p. 3 Storytelling: Jack and Jill – p. 2


Sticky Experience – p. 6



Thursday See How We Have Grown – p. 4

FP or Song: Hickety Pickety Bumble Bee – p. 3 Game: The Name Game – p. 4


Fruit Tasting - p. 5



Friday Select: Mother Goose Book – p. 2

FP or Song: Jack Be Nimble – p. 3 Storytelling: Jack be Nimble - p. 2





Younger Toddler

Weekly Plan Sheet

Week of __________________ Topic _#1.1 – My Name – I’m Growing

____________ Caregiver(s) __________________________________

Big Ideas I have a name. I am growing.





Add books: See How We Have Grown, Mother Goose books, container of pictures

Add knob puzzles Add people figures and Grocery Bag blocks


Add large soft dolls, dress-up clothes, unbreakable full-length and hand held mirror, toy telephones





Monday Select: Mother Goose Book – p. 2

FP or Song: I Am Special – p. 2 Game: The Name Game – p. 4





Tuesday See How We Have Grown – p. 4

FP or Song: Where Is Jackson? – p. 2 Illustrated Chart: Jack and Jill – p. 3


Sensory Bottles – p. 5.



Wednesday Select: Mother Goose Book – p. 2

FP or Song: I See Ryan – p. 3 Storytelling: Jack and Jill – p. 2





Thursday See How We Have Grown – p. 4

FP or Song: Hickety Pickety Bumble Bee – p. 3 Game: The Name Game – p. 4 Illustrated Chart: Jack Be Nimble – p. 3


Fruit Tasting – p. 11



Friday Select: Mother Goose Book – p. 2

FP or Song: Jack Be Nimble – p. 3 Storytelling: Jack Be Nimble – p. 3





Older Toddler

THE FAMILY CONNECTION

Activity #25 “Book about Me” You will need: Photo album or scrapbook Photos of your child from birth Special items such as birth announcement and birthday cards Before you begin:

• Collect the photos and items to be included in your child’s book.

Try this activity!

• Talk with your child about the two of you creating a book about him.

• Involve your child in selecting the photo album or scrapbook to be used.

• Begin to develop the book with your child. Think of this as an ongoing activity

that will take place over a period of time.

• Consider these suggestions as you and your child develop the book together:

Involve your child in creating a cover for the book. The cover can include your child’s name and a photo taken at birth or soon after.

Add a birth announcement or information about the date, time and place of birth, weight and height at birth, and name of parents.

Add photos of important events such as the first tooth, sitting up alone, crawling, walking, and the first birthday.

Write comments under each photo; “Jeff is crawling” and put the date. Add items such as birthday cards received. Add photos of other family members and family pets.

• Look at the book with your child and talk about the photos and items included.

• Suggest that your child show the book to other family members and family

friends. ________________________________________________________________ Connect with your child’s caregiver!

• Be willing to share the book with your child’s caregiver and the other children if this is requested by the child care program.

Toddlers

(18 to 36 Months)

FAMILY RESPONSE We’d like to hear from you about this Infant and Toddler Family Connection Activity.

Please return this Family Response sheet by ________________ Name of Activity: __________________________________________________ Child’s Name: ____________________________________________________ Tell us who in your family participated in this activity with your child: ___________________ _______________________ ___________________ Help us evaluate the effectiveness of the Family Connection information and activity by rating the items listed below. Check the boxes that best express your opinion.

Family Response Interested

Excited Bored Frustrated

My reaction to the information contained in the Family Connection activity

My child’s reaction as he/she participated in the Family Connection activity

The reaction of myself and/or other family members who participated in the Family

Connection activity with my child

My overall rating for this Family Connection activity

Give us any additional comments and suggestions. _______________________ ________________________________________________________________ ________________________________________________________________ Your Name: __________________________________ Date: _______________

#1.2 - My Body

Big Ideas

Here are some big ideas about toddlers that you can help them explore:

My body has many parts.

I can move my body in many ways. I can do many things by myself and with help from others.


Make

Featured Books From Head to Toe by Eric Carle (+BB) Hands Can by Cheryl Willis Hudson, photographs by John-Francis Bourke (+BB) Head, Shoulders, Knees and Toes illustrated by Annie Kubler (BB) I Can by Helen Oxenbury (BB) Key: (BB) – Available in Board Book only (+BB) – Also available in Board Book Note: See the Book List section, for additional books that can be used should some of the featured books be unavailable and as supplemental books to read with children. Storytelling Figures and Mother Goose Rhyme Charts

• Storytelling figures (felt or magnetic) for the book, From Head to Toe, See Attachment • Locate at A Story a Month on the Arkansas Better Beginnings website:

Storytelling figures (felt or magnetic) for the Mother Goose Rhyme, Jack Be Nimble • Illustrated Mother Goose Rhyme Chart, Jack Be Nimble

Books to Make See How We Have Grown Additional Materials

• Sensory bottles • Sound bottles • Unbreakable hand-held and wall-mounted mirror • Textured balls, fleece or felt balls, rolled-up socks, nylon-net puffs (for bathing) • Grocery bag blocks

Book List

*Featured Books

*From Head to Toe by Eric Carle *Hands Can by Cheryl Willis Hudson, photographs by John-Francis Bourke *Head, Shoulders, Knees and Toes illustrated by Annie Kubler *I Can by Helen Oxenbury All by Myself by Ivan Bates Barnyard Banter by Denise Fleming

Adventures for Toddlers – Focus Area #1 – About Me #1.2 – My Body

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Bright Eyes, Brown Skin by Cheryl Willis Hudson & Bernette G. Ford, Illustrated by George Ford Dandelion by Don Freeman Here are My Hands by Bill Martin, Jr. & John Archambault, illustrated by Ted Rand Hey, Little Baby by Nola Buck, illustrated by R. W. Alley I Can, Can You? by Marjorie W. Pitzer (photos of babies and toddlers with Down syndrome as they discover and enjoy new experiences) Just Enough by Teri Daniels, illustrated by Harley Jessup Mop Top by Don Freeman Quick as a Cricket by Audrey Wood, illustrated by Don Wood Two Eyes, a Nose and a Mouth by Robert Grovel Intrater

Reading Books with

Toddlers

Note: Review the section in Curriculum Tips and Techniques on Reading Books with Children, for suggestions on how to use books with children. Benchmarks: 4.5.C Shows enjoyment of books and stories 4.3.C Responds to verbal and non-verbal communication 1.2.C Becomes aware of self as a unique individual 1.3.C Demonstrates increasing sense of competence and confidence in growing abilities Book: Head, Shoulders, Knees and Toes illustrated by Annie Kubler (YT & OT) First Reading of Head, Shoulders, Knees and Toes

• Go to the book area and begin to say or sing the following while standing:

Head and Shoulders (Suit actions to words)

Head, shoulders, knees and toes, knees and toes! Head, shoulders, knees and toes, knees and toes

And eyes and ears and mouth and nose. Head, shoulders, knees and toes, knees and toes!

• Repeat the activity with children who join you. • Sit down and show children the book, Head, Shoulders, Knees and Toes. • Look at each page and as you read the body part on the page, touch that part of your

body. Do children imitate you? Note: The words and music to “Head and Shoulders” can be found on the back cover of the Book. ____________________________________________________________________________ Second Reading of Head, Shoulders, Knees and Toes

• Go to the book area and begin to say or sing the action rhyme, “Head, Shoulders, Knees and Toes”.


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• Sit and show the cover of the book and say the title. • Show a page and read the body part. Invite children to show you that body part on

their bodies. • Stand and repeat the action rhyme, “Head, Shoulders, Knees and Toes”.

___________________________________________________________________________ Book: Hands Can by Cheryl Willis Hudson, photographs by John-Francis Bourke (YT & OT) First Reading of Hands Can

• Go to the book area and began to say the following rhyme:

Clap Your Hands (Suit actions to words)

Clap your hands 1 – 2 – 3.

Clap your hands just like me.

Repeat the rhyme

• Say to children who join you, “We clapped our hands 1 – 2 – 3. Let’s see what else our hands can do.”

• Show cover of the book, Hands Can, and ask children what they think the girl is doing with her hands.

• Show pictures and talk about what hands are doing in each one. • Allow children to point to the pictures and comment about what they see.

____________________________________________________________________________ Second Reading of Hands Can

• Say “Clap Your Hands” rhyme as a way to invite children to the book area. • Show the cover to children who join you and say, “The name of this book is Hands

Can. Let’s see what hands can do.” • Read the story with the children. Make sure all can see the pictures in the book. • Follow up the reading by returning to the beginning of the book and involving children

in saying what hands are doing on each page. • Model and invite them to do the appropriate actions with their hands.

____________________________________________________________________________ Book: I Can by Helen Oxenbury (YT) First Reading of I Can

• Sit in the book area with an individual child as you read the book, I Can. • Show the first two pages and say, “This baby is sitting and this baby is crawling.” • Continue describing what the child is doing on each page. After the first two pages,

change from “baby” to “little boy.” For example, “The little boy is jumping. Now the little boy is stomping.”

____________________________________________________________________________ Second Reading of I Can

• Sit in the book area with one or two children next to you. • Show the cover and say, “This little boy is dancing. Let’s see what else is happening in

this book.” • Show the first two pages and invite children to point to the baby that is sitting and the

baby that is crawling. Continue with the activities the little boy is doing. • Stand up and model and involve the children in some of the activities that the little boy

is doing.


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Book: From Head to Toe by Eric Carle (OT) First Reading of From Head to Toe

• Go to the book area and say, “I’m going to read a book about a monkey, and a cat and an elephant and all the things they can do.”

• Show the cover and say, “This is a gorilla. I wonder what he can do.” • Talk through the book this first time, rather than reading it. For example, say, “The

penguin is turning its head and the little girl is, too.” “The giraffe is bending its neck and the little boy is, too.”

____________________________________________________________________________ Second Reading of From Head to Toe

• Go to the book area and show the cover and give the title, From Head to Toe. Call attention to the gorilla’s head and toes.

• Read the book with the children. Make sure all can see the pictures. • Follow up by returning to the beginning of the book and inviting children to name the

animals. Help them if they have difficulty recalling some of the names. ____________________________________________________________________________ Third Reading of From Head to Toe

• Go to the book area and show the cover and give the title of the book. • Say to children, “Let’s stand and see if we can do what the animals do.” • Read the double-spread pages, do the motions, and encourage children to join you.

Note: When doing the donkey kicks, make sure children have space so that they do not kick each other.

Language and

Cognitive Materials

and Experiences

Note: Review the section in Curriculum Tips and Techniques on Making Storytelling Figures (felt or magnetic). Benchmark: 4.5.C Shows enjoyment of books and stories Planned Experience: Storytelling: From Head to Toe (YT& OT) Storytelling, Mother Goose Rhyme: Jack Be Nimble (YT & OT) How to begin:

• Make either felt or magnetic storytelling figures for the story and the rhyme. • Read the book and the rhyme with children several times so that they are familiar with

the characters and the order of events. • Use the storytelling figures to tell the story and say the rhyme. • Involve children in placing figures on the story board when you feel they can do this.


Jack Be Nimble


Jack jump over the candlestick.

Note: Provide a block for one child at a time to jump over as you insert his or her name into the rhyme. Note: After saying the rhyme with children, substitute children’s names in the rhyme.


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Note: Make a chart for Jack Be Nimble. Laminate or cover the charts with clear self-stick paper for durability. (See Curriculum Tips and Techniques, for information on making charts.) Show the chart as you and the children say the rhyme together. Post the charts at child’s eye level. Should you observe a child looking at one of the charts, join her and invite her to say the rhyme with you. ___________________________________________________________________________

My Hands Can Clap

My hands can clap. (clap) My feet can tap. (tap toe)

My eyes can clearly see. (blink eyes) My ears can hear. (cup hands around ear)

My nose can sniff. (sniff) My mouth can say, “I’m me.” (point to self)

____________________________________________________________________________

Where Is Thumbkin?

Where is Thumbkin? (hands behind back) Where is Thumbkin?

Here I am. Here I am. (bring out right thumb, then left)

How are you today, sir? (bend right thumb) Very well, I thank you. (bend left thumb)

Run away, run away. (put right thumb, then left thumb behind back) ____________________________________________________________________________

I Wiggle

I wiggle my fingers. (wiggle fingers)

I wiggle my toes. (wiggle toes) I wiggle my shoulders. (wiggle shoulders)

I wiggle my nose. (wiggle nose) Now no more wiggles are left in me. (shake head).

I am sitting as still as still can be. (sit still) ____________________________________________________________________________

Clap Your Hands

(Suit action to words)

Clap your hands, 1, 2, 3. Clap your hands just like me.

Wiggle your fingers, 1, 2, 3.

Wiggle your fingers just like me.

Tap your nose, 1, 2, 3. Tap your nose just like me.

Stomp your foot, 1, 2, 3.

Stomp your foot just like me.


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Head, Shoulders, Knees and Toes (Sing slowly or say with the children. Encourage them to point to body parts named.)

Head and shoulders, knees and toes, knees and toes. Head and shoulders, knees and toes, knees and toes.

Eyes and ears and mouth and nose. Head, shoulders, knees and toes, knees and toes.

___________________________________________________________________________

Walk Your Feet (Walk in place)

Walk, walk, walk your feet

Everywhere you go. Walk them fast, walk them slow.

Walk your feet, let’s go. ____________________________________________________________________________

This Is the Way

(Sing to tune of Mulberry Bush. Suit actions to words)

This is the way we wash our hands, Wash our hands, wash our hands,

This is the way we wash our hands, So early in the morning.

This is the way we brush our teeth, Brush our teeth, brush our teeth,

This is the way we brush our teeth, So early in the morning.

This is the way we brush our hair,

Brush our hair, brush our hair, This is the way we brush our hair,

So early in the morning.

This is the way we put on our shoes, Put on our shoes, put on our shoes, This is the way we put on our shoes,

So early in the morning.

This is the way we pick up our toys, Pick up our toys, pick up our toys,

This is the way we pick up our toys, All day long.

Note: Invite children to tell you other things they do for themselves. Talk with them about what they can do by themselves and things with which they need help. ____________________________________________________________________________

All By Myself

There are many things I can do All by myself. (point to self)

I can comb my hair and put on my shoes (point to hair and shoes) Adventures for Toddlers – Focus Area #1 – About Me #1.2 – My Body

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All by myself. (point to self)

I can wash my hands and wash my face (pretend to wash face and hands) All by myself. (point to self)

I can put my cars and blocks in place (pretend to put toys away) All by myself. (point to self)

Note: Invite children to tell you other things they do for themselves. Talk with them about what they do by themselves and things with which they need help. ____________________________________________________________________________ Benchmarks: 1.2.C Becomes aware of self as a unique individual 4.4.C Communicates through language 4.5.C Shows enjoyment of books and stories Planned Experience: See How We Have Grown (YT & OT) Materials: See How We Have Grown Book How to begin:

• Ask families to send two or three photos of their child; photos that show how the child has grown from infancy to now.

• Develop a class photo album with one page for each child. Label the page with the child’s name.

• Slip photos into albums with plastic sleeves or magnetic, clear pages. • Label the album, See How We Have Grown. • Sit on the floor in the Language Area and begin to look at the book. • Invite a child to join you by saying something like this: “Antonio, come look at this book

with me and see how much you have grown.” • Include other children in the activity as they join you and Antonio. Show them their

individual page. • Invite children to name the other children in the book.

Extensions:

• Place the book in the Library Area so children can look at it on their own. • Join a child you observe looking at the book and involve him or her in naming the

children on each page and discussing what they are doing. Note: When you invite a child to join you in an activity, make sure the child is not actively engaged in something of interest.

Self, Social and


Benchmarks: 1.3.C Demonstrates increasing sense of competence and confidence in growing abilities 1.4.C Asserts independence 5.2.C Develops fine motor skills Planned Experience: By Myself (YT & OT) Materials: Puzzles How to begin:

• Place a couple of puzzles with which the child is familiar on a table and invite a child to join you. Offer the child a choice of puzzles. Say, “Would you like to work the puzzle with the dog or the puzzle with the horse?”

• Ask the child if she would like to do the puzzle by herself or if she wants you to do it


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with her. • Honor the child’s choice. If she struggles to complete the puzzle, again offer to help

her. • Comment on the child’s accomplishments by saying, “Wow! You did that puzzle all by

yourself,” or “You just needed a little help with that puzzle.” Extensions:

• Look for other opportunities to encourage children’s independence; opportunities such as washing hands, putting on a coat, or playing with a new toy.

• Make supportive comments that are specific to the activity. For example, “You are ready to put on your coat by yourself” or “You just needed a little help putting on your coat.” Avoid comments such as “Good girl” or “You’re such a big boy.”

____________________________________________________________________________ Benchmarks: 1.2.C Demonstrates increasing sense of competence and confidence in growing abilities 3.3.C Demonstrates caring and cooperation Planned Experience: Helping with Clean Up (YT & OT) Materials: Toys children have been playing with How to begin:

• Begin to put toys away in the proper place. Say, “I’m putting the blocks on the shelf.” • Invite children to assist you by naming the item and directing one child to put it where it

belongs. For example, say, “Elise, please put the balls back in the box.” “Jalen, please put the puzzle back on the shelf.” “Carmella, please put this book on the book shelf.”

• Assist children as they need help. Extensions:

• Consider other ways children can help with clean up. For example, you can ask them to place their napkins in the trash bin and their cups in the sink or container for washing.

• Have an individual space for each child to store personal belongings. Label the space with the child’s picture and name. Assist children to put items such as coats or extra clothes in their space.

• Encourage families to allow their children to assist in putting their belongings in their individual space.

Note: Use picture and word labels on storage containers and shelves to give children a visual cue as to where toys belong. Labels you create in your classroom should be made with lowercase letters and initial capital letters only. In this way, you help children to begin making a connection between the print they see in the environment and the print in books. For example, “Puzzles”.

Sensory and Art

Benchmarks: 5.2.C Develops fine motor skills 6.1.C Gains an understanding of basic concepts and relationships 6.2.C Applies knowledge to new situations 6.3.C Develops strategies for solving problems Planned Experience: Fingerpainting (YT & OT) Materials: Pre-mixed liquid starch fingerpaint, glossy or shiny paper, plastic tablecloth, shower curtain, or newspaper, masking tape, paint smocks/shirts or t-shirts, towels for clean-up


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Materials and

Experiences

How to begin:

• Prepare fingerpaint by mixing ½ cup liquid starch and ½ cup liquid washable tempera paint in a cup.

• Cover a low table with a plastic tablecloth, shower curtain or newspaper. • Tape large pieces of white paper to the covered work surface. • Invite a small group of toddlers (2 or 3) to experience fingerpainting. • Assist toddlers in putting on paint smocks or shirts. • Give each toddler a space for painting. • Offer toddlers a choice of 2 colors of paint: yellow and blue, for example • Assist each child in spooning a puddle of paint in the middle of his or her paper. • Say, “This is fingerpaint. We use our fingers and our hands for painting.” • Encourage children with comments such as, “You are using your hands to cover your

paper with blue paint.” “Look at your fingers. They are blue just like the paint on your paper.”

• Help each child wash and dry hands before leaving the area. • Take the fingerpainting to a drying area and allow it to dry completely.

Extensions:

• Allow children to make their own fingerpaint. Pour a puddle of liquid starch on the child’s paper. Ask, “Aden, what do you think will happen if I squirt some paint into the starch?” Squirt one or tablespoons of liquid washable tempera paint onto the puddle. Encourage the child to use his hands to mix the tempera and the starch. Listen to what the toddler is saying as the starch and tempera paint mix.

• Make and use easy clean-up tempera paint by mixing ¼ cup washable liquid tempera paint with ¼ cup liquid soap.

• Add peppermint, lemon or vanilla extract to the paint that toddlers are using for fingerpainting. Observe and listen to see if toddlers notice and comment about the scent.

• Allow each child to approach fingerpainting in his or her own way. For children who may be hesitant about covering their hands with paint, suggest that they use their fingertips first.

• Allow children to fingerpaint directly on the tabletop. Pour a small puddle of paint directly on the tabletop. Consider using one or more colors. Observe children to see if they notice when paints mix and new colors are created.

• Include fingerpainting throughout the year. Note: When children are fingerpainting, always have them put on paint shirts and always have water and paper towels or moist towelettes readily available for washing and drying hands before children leave the area. Remind children that paint goes only on paper. Use only one scent per day. Combining scents can be overpowering. ___________________________________________________________________________ Benchmarks: 5.2.C Develops fine motor skills 6.1.C Gains an understanding of basic concepts and relationships 1.2.C Becomes aware of self as a unique individual Planned Experience: Hand Prints Mural (YT & OT) Materials: Butcher paper, washable paint, sponge or paper towels How to begin:

• Provide either paint-soaked sponge or paper towels. • Label the paper: Our Hand Prints.


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• Guide each child to press first one hand and then the other onto the paint-soaked sponge or paper towels and press their hands onto butcher paper.

• Put each child’s hand prints side by side. Label the prints with the child’s name and date. Say to the child, “These are your hand prints. I’m writing your name under your hand prints.”

• Provide wet paper towels for each child to wipe hands before leaving the area. • Allow the mural to dry, then post on the wall at child’s eye level. • Join a child that you observe looking at the mural and say, “Let’s find Avery’s hand

prints. Here they are. This says Avery.” ___________________________________________________________________________ Benchmarks: 5.2.C Develops fine motor skills 6.1.C Gains an understanding of basic concepts and relationships Planned Experience: Playing with Dough (OT) Materials: Play dough (Review the section in Tips and Techniques on making Favorite Art Recipes) How to begin:

• Use these different dough recipes during this Focus Area and throughout the year. • Observe and listen to toddlers as they explore and experiment with the different types

of dough. • Add props such as small rolling pins or short dowels, craft sticks, and plastic knives, as

you think toddlers are ready for them. Note: Children must be closely supervised when they are playing with dough and props. Pay close attention to toddlers as they play with dough to prevent them from eating it. Model and comment about the appropriate way to use dough. For example, say, “We can pat the dough. We can roll it into long rolls like this.” Carefully supervise children as they play with props to prevent them from hurting each other. ____________________________________________________________________________ Benchmarks: 6.2.C Develops fine motor skills 6.3.C Coordinates eye and hand movement 6.3.C Develops strategies for solving problems Planned Experience: Picking up Cotton Balls (YT & OT) Materials: 2 unbreakable bowls, 2 pairs of tongs and a bag of cotton balls How to begin:

• Place 2 unbreakable bowls and 2 pairs of tongs on a low table. • Scatter about 20 cotton balls on the table near the bowls and tongs. • Observe to see if toddlers go the table and begin to experiment with the materials. If

they do not, introduce the activity by saying, “Anna, use the tongs to pick up the cotton balls and put them in the bowl.”

• Assist children who ask for help by modeling and describing how you are holding the tongs.

• Supervise this activity and, if necessary, set limits for proper use of tongs. Say, for example, “Leandra, use the tongs to pick up the cotton balls.”

Extension:

• Define space for one child by placing one bowl, one pair of tongs and 10 cotton balls on a tray (8 x 10 inches) or on a vinyl place mat. Repeat this for the second child.

• Count the number of cotton balls the older toddler puts in the bowl with the tongs.


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Movement, Music and

Gross Motor

Experiences

Benchmark: 5.1.C Develops gross motor skills Planned Experience: Throwing Soft Objects (YT & OT) Materials: Nylon-net puffs (usually used for bathing) and a soft basket to throw them into How to begin:

• Locate the activity in an area of the room that is out of the pathway of children. • Begin to throw the puffs into the basket. • Invite a couple of children to join you if they do not voluntarily do so. • Give each child two puffs and suggest where they should stand as they try to throw the

puffs into the basket. • Allow each child a turn to throw his or her two puffs. • Adjust where children stand to help them be successful. • Allow other interested children a turn with the throwing game. • Continue the activity as long as children remain interested.

Extensions:

• Offer this as an alternative when a toddler throws an inappropriate toy. Provide a verbal explanation of why you are offering the alternative experience. For example, say, “Jacob, I can’t allow you to throw that hard truck. It might hit someone and hurt them. You can roll the truck on the floor or throw this soft puff into this bucket.”

• Consider providing other soft objects that children can safely throw in a designated area. Balled-up socks, soft fleece or felt balls are safe alternatives.

____________________________________________________________________________ Benchmark: 5.1.C Develops gross motor skills Planned Experience: Move Like the Animals (YT & OT) Materials: The book, From Head to Toe by Eric Carle How to begin:

• Involve children in the experience after they are familiar with the book. Read the book and model and suggest that children make the movements that the different animals in the book make.

Transition Times

No More Wiggles

• Use the fingerplay, “I Wiggle” to help children calm down for an experience such as reading or telling a story.

I Wiggle (wiggle the body parts as they are mentioned)

I wiggle my fingers,

I wiggle my toes, I wiggle my shoulders,

I wiggle my nose, Now no more wiggles are left in me,

So I will sit as still as can be. ___________________________________________________________________________ Hands in Lap

• Use part of the fingerplay, “Open, Shut Them” to get children’s attention and help them calm down for an experience such as reading or telling a story.


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Open, Shut Them

(Suit actions to words)

Open, shut them. Open, shut them. Give a little clap.

Open, shut them. Open, shut them.

Put them in your lap. Note: Adapt other fingerplays previously listed as transitions to move children from one activity or place to another.


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Weekly Plan Sheet

Week of __________________ Topic _#1.2 – My Body

____________________ Caregiver(s) __________________________________

Big Ideas My body has many parts. I can move my body in many ways. I can do many things by myself and with help from others.





Add book: See How We have Grown, container of pictures

Add knob puzzles, large stringing beads and patterns, Picking up Cotton Balls, pegboards

Add people figures, large firm pillows, Grocery Bag blocks


Add large soft dolls, dress-up clothes with large buttons and snaps, unbreakable full-length mirror, toy telephones





Monday First Reading of: I Can – p. 3

FP or Song: All By Myself – p. 6

By Myself – p. 7

Fingerpainting – p. 8

Throwing Soft Objects – p. 11

No More Wiggles – p. 11

Tuesday First Reading of: Hands Can – p. 3

FP or Song: My Hands Can Clap – p. 5 FP or Song: Jack Be Nimble – p. 6

Helping with Cleanup – p. 8

Hand prints Mural – p. 9

Move Like the Animals – p. 11

Hands in Lap – p. 11

Wednesday First Reading of: Head, Shoulders, Knees and Toes – p. 2

FP or Song: Head, Shoulders, Knees and Toes - p. 6

By Myself – p. 7

Picking Up Cotton Balls – p. 10



Thursday Second Reading of: Hands Can – p. 3

FP or Song: Where Is Thumbkin? – p. 5 Storytelling: From Head to Toe – p. 4





Friday Second Reading of: Head, Shoulders, Knees and Toes – p. 2

FP or Song: Clap Your Hands – p. 5 FP or Song: Jack Be Nimble – p. 6

By Myself – p. 7




Younger Toddler

Weekly Plan Sheet

Week of __________________ Topic _#1.2 – My Body

____________________ Caregiver(s) __________________________________

Big Ideas My body has many parts. I can move my body in many ways. I can do many things by myself and with help from others.





Add book: See How We have Grown, container of pictures

Add knob puzzles, large stringing beads and patterns, Picking up Cotton Balls, pegboards

Add people figures, large firm pillows, Grocery Bag blocks


Add large soft dolls, dress-up clothes with large buttons and snaps, unbreakable full-length mirror, toy telephones





Monday First Reading of: From Head to Toe – p. 4

FP or Song: All By Myself – p. 6 FP or Song: I Wiggle – p. 5

By Myself – p. 7




Tuesday First Reading of: Hands Can – p. 3

FP or Song: My Hands Can Clap – p. 5 FP or Song: Walk Your Feet – p. 6


Playing with Dough – p. 10



Wednesday First Reading of: Head, Shoulders, Knees and Toes – p. 2

FP or Song: Head, Shoulders, Knees and Toes - p. 6 FP or Song: This Is the Way – p. 6

By Myself – p. 7




Thursday Second Reading of: From Head to Toe – p. 4

FP or Song: Where Is Thumbkin? – p. 5 Storytelling: From Head to Toe – p. 4


Picking Up Cotton Balls – p. 10



Friday Second Reading of: Hands Can – p. 3

FP or Song: Clap Your Hands – p. 5 --Jack Be Nimble – p. 4 Made Book: See How We Have Grown – p. 7

By Myself – p. 7




Older Toddler

#1.3 – My Senses

Big Ideas

Here is a big idea about toddlers that you can help them explore:

I use my senses to learn about my world.


Make

Featured Books Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr., illustrated by Eric Carle (+BB) I Hear by Helen Oxenbury (BB) I See by Helen Oxenbury (BB) I Touch by Helen Oxenbury (BB) I Went Walking by Sue Williams, illustrated by Julie Vivas (+BB) Polar Bear, Polar Bear, What Do You Hear? by Bill Martin, Jr., illustrated by Eric Carle (+BB) The Very Busy Spider by Eric Carle (+BB) Key: (BB) – Available in Board Book only (+BB) – Also available in Board Book Note: See Book List section, for additional books that can be used should some of the featured books be unavailable and as supplemental books to read with children. Books to Make Texture Book Storytelling Figures and Mother Goose Rhyme Charts

• Locate at A Story a Month on the Arkansas Better Beginnings website: Storytelling figures (felt or magnetic) for the book, The Very Busy Spider (A Story a Month, July 2002)

• Storytelling figures (felt or magnetic) for the book, Brown Bear, Brown Bear, What Do You See? (See Attachment: Brown Bear, Brown Bear, What Do You See?)

• Storytelling figures (felt or magnetic) for the book, I Went Walking (See Attachment: I Went Walking)



Adventures for Toddlers – Focus Area #1 – About Me #1.3 – My Senses

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Book List

*Featured Books

*Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr., illustrated by Eric Carle *I Hear by Helen Oxenbury *I See by Helen Oxenbury *I Touch by Helen Oxenbury *I Went Walking by Sue Williams, illustrated by Julie Vivas *Polar Bear, Polar Bear, What Do You Hear? by Bill Martin, Jr., illustrated by Eric Carle *The Very Busy Spider by Eric Carle I Spy Little Animals by Jean Marzollo, photographs by Walter Wick I Spy Little Wheels by Jean Marzollo, photographs by Walter Wick The Listening Walk by Paul Showers, Illustrated by Aliki My Five Senses by Aliki Touch and Feel Animals – box set includes baby animals, farm animals, wild animals – DK Publishing Touch and Feel: Farm Animals by Dorling Kinderaley – DK Publishing

Reading Books with

Toddlers

Note: Review the section in Curriculum Tips and Techniques on Reading Books with Children, for suggestions on how to use books with children. Benchmarks: 4.5.C Shows enjoyment of books and stories 6.1.C Gains an understanding of basic concepts and relationships 3 Board Books : I Hear, I See and I Touch by Helen Oxenbury (YT)

• Collect items that relate to each of the books. For example, for the book, I Hear, have a ticking watch or clock or a small bell. For the book, I See, have a small unbreakable mirror. For the book, I Touch, have a soft stuffed toy, a couple of pieces of fake fur or a few cotton balls in a small container.

• Go the book area and select one of the books. Have the related items with you, but out of sight of children.

• Look at the cover of the book and say, “This book has a picture of a dog on it. I wonder what the dog is doing.”

• Involve children who join you in naming the objects or characters on each page. • Bring out the item that relates to the book you have chosen and invite children to

examine it. For example, let them listen to the clock or bell, feel the stuffed toy, the fake fur or cotton balls, or look in the mirror and say who they see.

• Use words that describe what children are experiencing with their senses. For example, say, “Use your ears to listen to the clock ticking.” or “Use your fingers to feel how soft the cotton balls are.”

• Follow this procedure as you read each of the books with the children. Read the books again and again as long as children remain interested.


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Extensions: • Look out the window after reading the book, I See, and name something you see

outside. Invite children to join you and name something they see. Support what they say with comments such as, “Jana sees a tree. Ramon sees a car.”

• Go outdoors and involve children in using their senses. Suggest that they feel the rough bark of a tree or listen and look at the airplane flying overhead.

___________________________________________________________________________ Book: The Very Busy Spider by Eric Carle (YT & OT) First Reading of The Very Busy Spider

• Seat yourself in the book area and begin to sing and do the motions for the “Itsy Bitsy Spider”.

The Itsy Bitsy Spider

The itsy bitsy spider Went up the water spout.

Down came the rain, And washed the spider out.

Out came the sun And dried up all the rain. And the itsy bitsy spider

Went up the spout again.

• Show the cover of the book, The Very Busy Spider, to the children who join you and say, “This book is about a very busy spider.”

• Read the book for the content this first reading. • Invite children to point to and name the animals in the story.

____________________________________________________________________________ Second Reading of The Very Busy Spider

• Involve one child in reading the book with you. • Invite the child to rub his hands over the spider web on each page. • Comment that “The spider is spinning more and more threads in her web.” • Invite the child to feel the finished spider web and find the sleeping spider on the last

page of the book. Note: During the first reading, should children touch the raised spider web, encourage their exploration of the web. ____________________________________________________________________________ Third Reading of The Very Busy Spider

• Say to the children, “I’m going to the book area to read a story about a very busy spider and her animal friends.”

• Involve the children who join you in making the sounds of each animal named in the book.

• Show the pictures again and invite children to make the animal sounds. ____________________________________________________________________________ Book: Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr., illustrated by Eric Carle (YT & OT) First Reading of Brown Bear, Brown Bear, What Do You See?

• Say to children, “I’m going to the book area and read a book about bears. Adventures for Toddlers – Focus Area #1 – About Me #1.3 – My Senses

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• Show the children who join you the cover of the book and say the title. “The name of this book is Brown Bear, Brown Bear, What Do You See?”

• Allow children to turn the pages and wait to see if they name any of the animals. • Repeat the name of the animal correctly if a child says “horsey” or “froggie.” Say the

name as though you are repeating the name rather than correcting the child. • Read the book through with the children who remain interested.

Second Reading of Brown Bear, Brown Bear, What Do You See?

• Go to the book area and read the story with children. • Review the story by showing a page and inviting children to name the animal. • Add the color words to animals a child names. For example, if a child says, “frog” say

“green frog.” Extension:

• Cut strips of construction paper to match the color of the animals in the book: brown, red, blue, green, purple, white, black and gold. Look for paper that most closely matches the colors in the book. Invite a child to select one of the color strips. Say, “Amy, chose the red strip of paper. Let’s see if we can find the red bird.” Go to the page with red bird and read that page.

• Reread the book as often as children request it. • Observe children to see if they select the book; say the names of the animals and their

colors. ____________________________________________________________________________ Book: I Went Walking by Sue Williams, illustrated by Julie Vivas (YT & OT) First Reading of I Went Walking

• Say to children, “I’m going to the book area to read a book about a cat, a horse and a dog.”

• Allow the children who join you to look at each page and name or talk about what they see.

• Read the story with the children who are interested. ____________________________________________________________________________ Second Reading of I Went Walking

• Go to the book area and invite children to join you in reading the story. • Read the story with children, allowing them to point at and name the animals. • Follow up by inviting the children to predict what the child will see on the next page.

Begin by showing the first double-page spread and inviting children to look inside the basket and ask, “What do you see in the basket?” Help them locate the cat. Continue with subsequent pages as long as a child or children remain interested.

____________________________________________________________________________ Third Reading of I Went Walking

• Invite two or three children to join you in the book area. • Read the book with children, allowing them to point at and name the animals. • Follow up by placing the felt or magnetic storytelling animal figures on the floor. • Read the story and invite a child to pick out the figure of the animal mentioned and

place it on the story board. ____________________________________________________________________________ Book: Polar Bear, Polar Bear, What Do You Hear? by Bill Martin, Jr., illustrated by Eric Carle (OT) First Reading of Polar Bear, Polar Bear, What Do You Hear?

• Sit in the book area and begin to look at the book. Say, “I’m looking at a book about a


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big bear; a polar bear.” • Talk through the book with the child or children who join you. “This is a polar bear. He

really is big.” “This is a flamingo. A flamingo is a big bird.” “This is a boa constrictor. A boa constrictor is a big snake. “This is a peacock. Look at the peacock’s beautiful feathers.”

• Avoid correcting children if they call an animal such as a zebra by another name such as a horse. Instead, say, “Yes, Orlando that zebra does look like a horse. A zebra has stripes” as you point to the zebra’s stripes.

___________________________________________________________________________ Second Reading of Polar Bear, Polar Bear, What Do You Hear?

• Go to the book area and say, “I’m going to read the polar bear book again” and begin to look at the pictures.

• Read the book with the children who join you. When you can, change your voice to represent the sounds of the different animals.

• Allow children to help turn the page and point to and name the animals. • Follow up by showing each animal and calling attention to a feature of that animal; the

mane of the lion and the small tail of the hippopotamus, for example. Encourage children to point to the unique feature and possibly notice others.

Note: You may not want to read the text on the last double-spread which shows children dressed as the different animals. If children do look at the pictures on those pages, listen to what they say about them.

Language and

Cognitive Materials

and Experiences

Note: Review the section in Curriculum Tips and Techniques on Making Storytelling Figures (felt or magnetic). Benchmark: 4.5.C Shows enjoyment of books and stories Planned Experience: Storytelling: (YT & OT) The Very Busy Spider Brown Bear, Brown Bear, What Do You See? (See Attachment: Brown Bear, Brown Bear, What Do You See?) I Went Walking (See Attachment: I Went Walking) How to begin:

• Make either felt or magnetic storytelling figures for each of the stories. • Read the books with children several times so that they are familiar with the characters

and the order of events. • Use the storytelling figures to tell the stories. • Involve children in placing figures on the story board when you feel they can do this.


My Eyes Can See (Suit actions to words)

My eyes can see.

My mouth can talk. My ears can hear. My feet can walk.

My nose can sniff. My teeth can chew.

My eyelids can flutter. My arms can hug you.


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Here Are My Eyes

Here are my eyes (point to eyes)

One and two. I can blink them (blink)

So can you.

When my eyes are open (open eyes wide) I see the light.

When my eyes are closed, (close eyes) It’s dark as night.

____________________________________________________________________________ My Hands Can Clap

My hands can clap. (clap) My feet can tap. (tap toe)

My eyes can clearly see. (blink eyes) My ears can hear. (cup hands around ear)

My nose can sniff. (sniff) My mouth can say, “I’m me.” (point to self)

___________________________________________________________________________ Where Is Thumbkin?

Where is Thumbkin? (hands behind back)

Where is Thumbkin? Here I am. Here I am. (bring out right thumb, then left)

How are you today, sir? (bend right thumb)

Very well, I thank you. (bend left thumb) Run away, run away. (put right thumb, then left thumb behind back)

____________________________________________________________________________ Open, Shut Them




Put them in your lap.

Walk them, walk them. (walk fingers up chest to chin) Walk them, walk them. Right up to your chin.

Open up your little mouth. (walk fingers around face, but not into mouth)

But do not let them in. __________________________________________________________________________

Clap Your Hands (Suit action to words)

Clap your hands, 1, 2, 3.

Clap your hands just like me.


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Wiggle your fingers, 1, 2, 3. Wiggle your fingers just like me.

Tap your nose, 1, 2, 3.

Tap your nose just like me.

Stomp your foot, 1, 2, 3. Stomp your foot just like me.

Walk Your Feet (Walk in place)

Walk, walk, walk your feet

Everywhere you go. Walk them fast, walk them slow.

Walk your feet, let’s go.

Self, Social and


Benchmarks: 1.3.C Demonstrates increasing sense of competence and confidence in growing abilities 1.4.C Asserts independence 5.2.C Develops Fine Motor Skills Planned Experience: By Myself (YT & OT) Materials: Puzzles How to begin:


• Ask the child if she would like to do the puzzle by herself or if she wants you to do it with her.

• Honor the child’s choice. If she struggles to complete the puzzle, again offer to help her.

• Comment on the child’s accomplishments by saying, “Wow! You did that puzzle all by yourself,” or “You just needed a little help with that puzzle.”

Extensions:



___________________________________________________________________________ Benchmarks: 1.2.C Demonstrates increasing sense of competence and confidence in growing abilities 3.3.C Demonstrates caring and cooperation Planned Experience: Helping with Clean Up (YT & OT) Materials: Toys children have been playing with How to begin:

• Begin to put toys away in the proper place. Say, “I’m putting the blocks on the shelf.”


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• Invite children to assist you by naming the item and directing one child to put it where it belongs. For example, say, “Elise, please put the balls back in the box.” “Jalen, please put the puzzle back on the shelf.” “Carmella, please put this book on the book shelf.”





Note: Use picture and word labels on storage containers and shelves to give children a visual cue as to where toys belong.

Sensory and Art

Materials and

Experiences

Benchmarks: 6.1.C Gains an understanding of basic concepts and relationships 6.2.C Applies knowledge to new situations 6.3.C Develops strategies for solving problems Planned Experience: Sensory Bottles (YT & OT) Materials: Collection of sensory bottles (Review the section in Curriculum Tips and Techniques for Making Sensory Bottles) How to begin:

• Place the bottles on a low shelf or table. • Observe toddlers as they interact with the bottles. Do they shake them? Do they roll



____________________________________________________________________________ Benchmarks: 5.2.C Develops fine motor skills 6.1.C Gains an understanding of basic concepts and relationships Planned Experience: Playing with Dough (OT) Materials: Play dough (Review the section in Tips and Techniques on making Favorite Art Recipes) How to begin:



you think toddlers are ready for them. Note: Children must be closely supervised when they are playing with dough and props. Pay close attention to toddlers as they play with dough to prevent them from eating it. Model and comment about the appropriate way to use dough. For example, say, “We can pat the dough. We can roll it into long rolls like this.” Carefully supervise children as they play with props to prevent them from hurting each other.


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Benchmarks: 6.1.C Gains an understanding of basic concepts and relationships 6.2.C Applies knowledge to new situations 4.4.C Communicates through language Planned Experience: What’s in the Bag? (OT) Materials: Collection of hard and soft items such as small wooden block, plastic animal, large wooden bead, cotton ball, sock, washcloth, cloth, mesh or paper bag or shoebox How to begin:

• Show the collection of hard and soft items to two or three toddlers and invite them to name them.

• Place the items inside a cloth or paper bag or a shoebox with a hole cut in the top that is large enough to allow a toddler to reach inside the box.

• Invite one toddler at a time to reach inside the bag and touch one item, say what it is and bring it out to see if he was correct.

• Invite the toddler to tell you if the item is soft or hard. • Continue this activity with other toddlers having a turn. • Place the soft items together and the hard items together. Say, “See, all of these are

soft things and all of these are hard things.” Extension:

• Observe and listen to children. Do they use the words “hard” and “soft” as they touch other items in their environment?

Note: Make sure items are large enough to prevent choking ____________________________________________________________________________ Benchmarks: 6.1.C Gains an understanding of basic concepts and relationships 6.2.C Applies knowledge to new situations 5.2.C Develops fine motor skills 5.3.C Coordinates eye and hand movements Planned Experience: Sticky Experience (YT) Materials: Long piece of self-adhesive paper (3 feet), tape, lightweight materials such as feathers, fabric scraps and small laminated pictures, container for materials How to begin:

• Remove the backing from a long piece of self-adhesive paper (3 feet) and use tape to attach the paper sticky side out to the wall at children’s height.

• Invite toddlers to feel the sticky surface. Discuss with them that the wall is “sticky.” • Place lightweight materials such as feathers, fabric scraps and small laminated

pictures in a container near the sticky wall. • Observe to see if children try and stick any of the items to the wall. If not, join them

and select one of the items in the container and say, “I wonder if this will stick to the wall.”

• Comment when children are successful in sticking items to the wall. For example, say, “Yolanda, you stuck that picture of a horse to the wall.”

Extensions:

• Cut out photos of the toddlers or pictures from magazines and glue them to the tops of plastic lids from yogurt containers or potato chip cans.

• Place the pictures in a container near the sticky wall. • Observe to see if children try and stick any of the pictures to the wall.

Note: Make sure items are large enough to prevent choking Adventures for Toddlers – Focus Area #1 – About Me #1.3 – My Senses

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Benchmarks: 6.1.C Gains an understanding of basic concepts and relationships 6.2.C Applies knowledge to new situations 6.3.C Develops strategies for solving problems Planned Experience: Sound Bottles (YT & OT) Materials: Clear plastic water or drink bottles, objects such as buttons, jingle bells and paper clips that make noise, superglue, strong tape How to begin:

• Place sound-making objects inside individual bottles: buttons, jingle bells, and paper clips for example.

• Superglue the caps on securely and cover with strong clear tape. • Place the bottles on a low shelf or on a table. • Observe toddlers as they interact with the bottles. Do they shake them? Do they seem

to have a favorite? Do they look at and listen to the objects inside the bottle? Do they apply the same strategy for manipulating one bottle and then another?

• Join children as they interact with the bottles. Pick up one of the bottles, shake it and say, “I hear paper clips in this bottle. Renetta, can you tell me what you hear in this bottle?” (as you hand her the bottle with buttons in it). “Which bottle do you like to listen to the best?”

Extensions:

• As you and the children shake the bottles together, sing the following song to the tune of “Row, Row, Row Your Boat.” Suit actions to the words.

Shake, shake shake that bottle,

Shake it if you can. We can shake it, then we’ll stop.


Shake, shake shake that bottle Shake it if you can.

Shake it loud, then shake it soft. Then we’ll start again.

• Store the bottles in a clear plastic tub and place on storage shelf where toddlers can see and reach them.

• Make additional sound bottles and rotate them to maintain toddler’s interest. Safety Note: Make sure caps are securely glued on the bottles. Make a daily check of the bottles to make sure caps remain secured. ___________________________________________________________________________ Benchmark: 6.1.C Gains an understanding of basic concepts and relationships Planned Experience: Take a Textured Walk (YT & OT) Materials: Large feet (adult size) cut from textured materials such as bubble wrap, sandpaper, corrugated cardboard, aluminum foil, fake fur Hot to begin:

• Cut out large feet (adult size) from textured materials such as bubble wrap, sandpaper, corrugated cardboard, aluminum foil, fake fur

• Attach feet securely to the floor in a path that toddlers can easily follow. • Invite toddlers to take off their shoes and socks and follow the path. • Observe toddlers to see their reactions to the different textures.


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• Make comments such as, “This fur really feels soft. Eric, can you feel the soft fur?” Ask, “Which foot feels the best? Do you like the soft foot (touch the fur one), the bumpy one (touch the bubble wrap), or the rough one (touch the sandpaper)?”

Extensions:

• Invite toddlers to crawl on the textured feet. • Match the Feet (OT): Make pairs of small textured feet from materials such as bubble

wrap, sandpaper, corrugated cardboard, aluminum foil, fake fur or textured wallpaper samples. Place the pairs on the table and invite a toddler to find the two feet that are alike; that feel the same.

___________________________________________________________________________ Benchmarks: 6.1.C Gains an understanding of basic concepts and relationships 6.2.C Applies knowledge to new situations Planned Experience: Explore a Texture Book (YT & OT) Materials: Fabric of different textures such as wide wale corduroy, net, fake fur, flannel and satin, 5x8 index cards, glue, one-hole punch, ring for holding index cards together How to begin:

• Cut fabric squares the size of an index card • Glue each piece of fabric to an index card. • Create a cover by writing the following on an index card: Texture Book • Punch a hole in the upper left-hand corner of each index card. • Hold the cards together by inserting a ring or yarn through the hole in each card. • Invite a child to look at the book with you. Allow the child to hold the book and

examine the different textures. Describe the different textures to the child. “Cooper, this is very smooth.” “Jamie, this feels bumpy.”

Extensions:

• Use other textured items such as sandpaper, textured wallpaper and designs made on an index card with glue that has been allowed to harden.

• Place the Texture Book in the language area. Observe to see if children select it to look at and feel the different textures.

___________________________________________________________________________ Benchmarks: 6.2.C Develops fine motor skills 6.3.C Coordinates eye and hand movement 6.3.C Develops strategies for solving problems Planned Experience: Picking up Cotton Balls (YT & OT) Materials: 2 unbreakable bowls, 2 pairs of tongs and a bag of cotton balls How to begin:

• Place 2 unbreakable bowls and 2 pairs of tongs on a low table. • Scatter about 20 cotton balls on the table near the bowls and tongs. • Observe to see if toddlers go the table and begin to experiment with the materials. If

they do not, introduce the activity by saying, “Anna, use the tongs to pick up the cotton balls and put them in the other bowl.”

• Assist children who ask for help by modeling and describing how you are holding the tongs.

• Supervise this activity and, if necessary, set limits for proper use of tongs. Say, for example, “Leandra, use the tongs to pick up the cotton balls.”


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Extension:

• Define space for one child by placing one bowl, one pair of tongs and 10 cotton balls on a tray (8 x 10 inches) or on a vinyl place mat. Repeat this for the second child.

• Count with the older toddlers the number of cotton balls they put in the bowl. ___________________________________________________________________________ Benchmarks: 6.1.C Gains an understanding of basic concepts and relationships 6.3.C Develops strategies for solving problems Planned Experience: Find the Ticking Clock (OT) Materials: A loudly ticking clock How to begin:

• Hide a ticking clock when the children are not looking. • Ask toddlers to be very quiet and listen. Ask, “What do you hear?” Pause and allow

children to listen and say what they hear. If they do not respond, say, “I hear a ticking clock. Can you use your ears to help me find the clock?”

• Invite children to tell you how they found the clock. Extension:

• Repeat this activity if children seem to enjoy it.

Food/ Nutrition

Experiences


• Sit at the table with a small group of children. • Give each child a bowl, spoon and napkin. • Put a spoon of one fruit in your bowl and say, “I’m serving myself some bananas.


• Repeat this process with the other fruit. • Begin to eat the fruit. Talk about how sweet the banana tastes and that you really like

the cantaloupe because it tastes sweet, too. • Avoid pushing the children to taste the fruit. When you sit at the table with the children

and model tasting the fruit, this says to them, “Miss Shawna is eating it so it must taste good.”

Extensions:

• Try other fruit such as small pieces of pineapple, pears, peaches or watermelon. Note: Check for food allergies before introducing any new foods to children. Make sure fruit pieces are of a size that keep children from choking on them.


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Movement, Music and

Gross Motor

Experiences




Extensions:



____________________________________________________________________________ Benchmark: 6.1.C Gains an understanding of basic concepts and relationships Planned Experience: Shake, Shake, Shake that Bottle (YT & OT) Materials: Sound Bottles (Review the section in Curriculum Tips and Techniques for Making Sensory Bottles) How to begin:

• Place two or three of the bottles on a shelf where children can easily see and select them.

• Observe as a child experiments with the bottle. • Join the child, select a bottle, and begin to sing the following song to the tune of “Row,

Row, Row Your Boat.” Suit actions to the words.

Shake, shake shake that bottle, Shake it if you can.

We can shake it, then we’ll stop. Then we’ll start again.

Shake, shake shake that bottle

Shake it if you can. Shake it loud, then shake it soft.



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Benchmark: 5.1.C Develops gross motor skills Planned Experience: Move Like the Animals (YT & OT) Materials: The book, From Head to Toe by Eric Carle How to begin:

• Involve children in this experience after they are familiar with the book. • Read the book and model and suggest that children make the movements that the

different animals in the book make.

Transition Times

No More Wiggles

• Use the fingerplay, “I Wiggle” to help children calm down for an experience such as reading or telling a story.

I Wiggle (wiggle the body parts as they are mentioned)

I wiggle my fingers,

I wiggle my toes, I wiggle my shoulders,

I wiggle my nose, Now no more wiggles are left in me,

So I will sit as still as can be. ___________________________________________________________________________ Hands in Lap

• Use part of the fingerplay, “Open, Shut Them” to get children’s attention and help them calm down for an experience such as reading or telling a story.

Open, Shut Them




Put them in your lap. Note: Adapt other fingerplays previously listed as transitions to move children from one activity or place to another.


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Weekly Plan Sheet

Week of __________________ Topic _#1.3 – My Senses

___________________ Caregiver(s) __________________________________

Big Ideas I use my senses to learn about my world.





Add: container of pictures

Add Texture Book, large stringing beads with textures

Add textured blocks, cubes, and bubble wrap to the floor

Add sensory bottles, sound bottles, wind chimes, scented play dough

Add large soft dolls, dress-up clothes with different textures, gloves of different textures, unbreakable full-length mirror

Go on a sensory walk, hang wind chimes and wind sock




Monday First Reading of: Brown Bear, Brown Bear, What Do you See? – p. 3

FP or Song: My Eyes Can See– p. 5 Storytelling: Brown Bear, Brown Bear, What Do You See? - p. 5

By Myself – p. 7

Sensory Bottles – p. 8 Picking Up Cotton Balls – p. 11



Tuesday First Reading of: I Went Walking – p. 4

FP or Song: Here Are My Eyes – p. 6 Walk Your Feet – p. 7


Sticky Experience – p. 9



Wednesday Three Board Books – I Hear, I See, I Touch - p. 2

FP or Song: My Hands Can Clap – p. 6 Storytelling: I Went Walking – p. 5

By Myself – p. 7

Sound Bottles – p. 10



Thursday First Reading of: The Very Busy Spider – p. 3

FP or Song: Where Is Thumbkin? – p. 6 Storytelling: Brown Bear, Brown Bear, What Do You See? – p. 5


Take a Textured Walk – p. 10 Fruit Tasting – p. 12



Friday Second Reading of: Brown Bear, Brown Bear, What Do You See? – p. 4

FP or Song: Clap Your Hands – p. 6 Storytelling: A Very Busy Spider – p. 5

By Myself – p. 7

Explore a Texture Book – p. 11



Younger

Weekly Plan Sheet

Week of __________________ Topic _#1.3 My Senses

___________________ Caregiver(s) __________________________________

Big Ideas I use my senses to learn about my world.





Add: container of pictures

Add Texture Book, large stringing beads with textures

Add textured blocks, cubes, and bubble wrap to the floor

Add sensory bottles, sound bottles, wind chimes, scented play dough

Add large soft dolls, dress-up clothes with different textures, gloves of different textures, unbreakable full-length mirror

Go on a sensory walk, hang wind chimes, and wind sock




Monday First Reading of: Brown Bear, Brown Bear, What Do you See? – p. 3

FP or Song: My Eyes Can See– p. 5 Storytelling: Brown Bear, Brown Bear, What Do You See? - p. 5

By Myself – p. 7

Sensory Bottles – p. 8 Picking Up Cotton Balls – p. 11



Tuesday First Reading of: I Went Walking – p. 4

FP or Song: Here Are My Eyes – p. 6 FP or Song: Walk Your Feet – p. 7


What’s In the Bag? – p. 9 Playing with Dough – p. 8



Wednesday First Reading of: Polar Bear, Polar Bear, What Do You Hear? – p. 4

FP or Song: My Hands Can Clap – p. 7 Storytelling: I Went Walking – p. 5

By Myself – p. 7

Sound Bottles – p. 10 Find The Ticking Clock? – p. 12



Thursday First Reading of: The Very Busy Spider – p. 3

FP or Song: Where Is Thumbkin? – p. 6 Storytelling: Brown Bear, Brown Bear, What Do You See? – p. 5


Take a Textured Walk – p. 33 Fruit Tasting – p. 12


Hands in Lap - p. 14


FP or Song: Clap Your Hands – p. 6 Storytelling: A Very Busy Spider – p. 5

By Myself – p. 7




Older Toddler

#1.4 – Feelings and Emotions

Big Ideas

Here is a big idea about toddlers that you can help them explore:

I have feelings and emotions.


Make

Featured Books Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr., illustrated by Eric Carle (+BB) If You’re Happy and You Know It by Jane Cabrera Key: (BB) – Available in Board Book only (+BB) – Also available in Board Book Note: See Book List section, for additional books that can be used should some of the featured books be unavailable and as supplemental books to read with children. Books to Make We Are Friends Storytelling Figures and Mother Goose Rhyme Charts

• Storytelling figures (felt or magnetic) for the book, Brown Bear, Brown Bear, What Do You See? (See Attachment: Brown Bear, Brown Bear, What Do You See?)

• Locate at A Story a Month on the Arkansas Better Beginnings website: Storytelling figures (felt or magnetic) for the Mother Goose Rhyme, Jack and Jill Storytelling figures (felt or magnetic) for the Mother Goose Rhyme, Jack Be Nimble Storytelling figures (felt or magnetic) for the Mother Goose Rhyme, Little Miss Muffett

• Illustrated Mother Goose Rhyme Chart, Jack and Jill • Illustrated Mother Goose Rhyme Chart, Jack Be Nimble • Illustrated Mother Goose Rhyme Chart, Little Miss Muffett



Book List

*Featured

Books

*Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr., illustrated by Eric Carle *If You’re Happy and You Know It! by Jane Cabrera Guess How Much I Love You by Sam McBratney Hug by Jez Alborough I Was So Mad by Mercer Mayer Owl Babies by Martin Waddell, illustrated by Patrick Benson

Adventures for Toddlers – Focus Area #1 – About Me #1.4 – Feelings and Emotions

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Won’t You Be My Kissaroo? By Joanne Ryder, illustrated by Melissa Sweet Mother Goose Books (BB) Humpty Dumpty and Other Rhymes by Iona Opie, illustrated by Rosemary Wells Little Boy Blue and Other Rhymes by Iona Opie, illustrated by Rosemary Wells My First Mother Goose Board Book Pussycat Pussycat and Other Rhymes by Iona Opie, illustrated by Rosemary Wells Wee Willie Winkle and Other Rhymes by Iona Opie, illustrated by Rosemary Wells

Reading Books with

Toddlers

Note: Review the section in Curriculum Tips and Techniques on Reading Books with Children for suggestions on how to use books with children. Benchmarks: 4.5.C Shows enjoyment of books and stories 4.3.C Responds to verbal and non-verbal communication 1.2.C Becomes aware of self as a unique individual 1.3.C Demonstrates increasing sense of competence and confidence in growing abilities Book: Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr., illustrated by Eric Carle (YT & OT) First Reading of Brown Bear, Brown Bear, What Do You See?

• Say to children, “I’m going to the book area and read a book about bears. • Show the children who join you the cover of the book and say the title. “The name of

this book is Brown Bear, Brown Bear, What Do You See?” • Allow children to turn the pages and wait to see if they name any of the animals. • Repeat the name of the animal correctly if a child says “horsey” or “froggie.” Say the

name as though you are repeating the name rather than correcting the child. • Read the book through with the children who remain interested.

____________________________________________________________________________ Second Reading of Brown Bear, Brown Bear, What Do You See?

• Go to the book area and read the story with children. • Review the story by showing a page and inviting children to name the animal. • Add the color words to animals a child names. For example, if a child says, “frog” say

“green frog.” Extension:

• Cut strips of construction paper to match the color of the animals in the book: brown, red, blue, green, purple, white, black and gold. Look for paper that most closely matches the colors in the book. Invite a child to select one of the color strips. Say, “Amy, chose the red strip of paper. Let’s see if we can find the red bird.” Go to the page with red bird and read that page.

• Reread the book as often as children request it. • Observe children to see if they select the book, say the names of the animals and their

colors. ____________________________________________________________________________ Book: If You’re Happy and You Know It! by Jane Cabrera (YT & OT) First Reading of If You’re Happy and You Know It!

• Go to the book area and say, “I’m going to read a book about a monkey and an


2

elephant who are happy.” • Show cover and say, “This lion is so happy that he is roaring. Let’s see what the other

animals in the book are doing.” • Show the different animals and describe what each is doing; monkey is clapping

hands, elephant is stamping feet, for example. ___________________________________________________________________________ Second Reading of If You’re Happy and You Know It!

• Go to book area and begin to sing “If You’re Happy and You Know It” as follows:

If you’re happy and you know it, Come join me.

If you’re happy and you know it, Come join me.

If you’re happy and you know it, And you really want to show it.

If you’re happy and you know it, Come join me!

• Read the first page of the book which invites children to sing along. • Show the pages that follow, say the action, model and invite children to join in. For

example, say or sing, “If you’re happy and you know it, clap your hands.” “If you’re happy and you know it, stamp your feet.”

• Add a verse at the end as follows:

If you’re happy and you know it, Sit right down.


If you’re happy and you know it, And you really want to show it.


• Follow up by showing the small pictures in the boxes on the next to last double-spread

pages. Invite children to join you in saying what is happening in each picture. Note: Make sure children have enough room to do the activities without bumping into or touching each other. It may be necessary to move this activity to another area of the room where there is more space for movement.

Language and

Cognitive Materials

and Experiences

Note: Review the section in Curriculum Tips and Techniques on Making Storytelling Figures (felt or magnetic). Benchmark: 4.5.C Shows enjoyment of books and stories Planned Experience: Storytelling: Brown Bear, Brown Bear, What Do You See? (YT & OT) (See Attachment: Brown Bear, Brown Bear, What Do You See?) Storytelling, Mother Goose Rhymes: (YT & OT)

Jack and Jill Jack Be Nimble Little Miss Muffett

How to begin:

• Make either felt or magnetic storytelling figures for the story and the rhymes. • Read the book and the rhymes with children several times so that they are familiar with


3

the characters and the order of events. • Use the storytelling figures to tell the story and say the rhymes. • Involve children in placing figures on the story board when you feel they can do this.

____________________________________________________________________________ Benchmarks: 4.4.C Communicates through language 1.2.C Becomes aware of self as a unique individual 5.1.C Develops gross motor skills

Jack Be Nimble


Jack jump over the candlestick. Note: Provide a block for one child at a time to jump over as you insert his or her name into the rhyme.

Jack and Jill

Jack and Jill Went up the hill,

To fetch a pail of water. Jack fell down,

And broke his crown, And Jill came tumbling after.

Sally Go Round the Sun

Sally go round the sun

Sally go round the moon Sally go round the chimney pots

On a Sunday afternoon. Note: Substitute furniture or equipment that you want children to go around as you say this rhyme. For example, Sally go round the table,

Sally go round the chair Sally go round the slide.

Note: After saying the previous 3 rhymes with children, substitute children’s names in the rhyme. Note: Make charts for Jack Be Nimble and Jack and Jill. Laminate or cover the charts with clear self-stick paper for durability. (See Curriculum Tips and Techniques, for information on making charts.) Show the charts as you and the children say the rhymes together. Post the charts at child’s eye level. Should you observe a child looking at one of the charts, join her and invite her to say the rhyme with you. ____________________________________________________________________________

Little Miss Muffett

Little Miss Muffett Sat on her tuffett,

Eating her curds and whey. Along came a spider

And sat down beside her, And frightened Miss Muffett away.

Note: Invite children to discuss things that frighten or scare them.


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If You’re Happy and You Know It

If you’re happy and you know it, clap your hands. (clap twice)

If you’re happy and you know it, clap your hands. (repeat) If you’re happy and you know it, then your face will surely show it. (point to smiling face)

If you’re happy and you know it, clap your hands. (smile, clap hands)

If you’re sad and you know it, cry “boo-hoo.” (rub eyes) If you’re sad and you know it, cry “boo-hoo.) (rub eyes)

If you’re sad and you know it, then your face will surely show it. (point to sad face) If you’re sad and you know it, say “boo-hoo.” (sad face, cry “boo-hoo)

Note: Add verses for other feelings such as frightened/scared and include appropriate actions. ____________________________________________________________________________

I Love You (Sing to tune of Are You Sleeping)

I love John, I love John (point to a child)

Yes I do, yes I do. John, I really love you. John, I really love you.

Yes I do, yes I do.

Note: Sing the name of each child who is involved in an activity with you. ____________________________________________________________________________

I Have Something in My Pocket (Sing or say and match actions to words)

I have something in my pocket,

It belongs across my face. I keep it very close at hand In a most convenient place.

I bet you cannot guess it,

If you guessed a long, long while. So I’ll take it out and put it on. It’s a great big happy smile.

____________________________________________________________________________ Skidamarink

Skidamarink a dink a dink,

Skidamarink a doo, I love you.

Skidamarink a dink a dink, Skidamarink a doo,

I love you.

I love you in the morning And in the afternoon,

I love you in the evening And underneath the moon;

Oh, Skidamarink a dink a dink, Skidamarink a doo,

I love you!


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Self, Social and


Benchmarks: 1.3.C Demonstrates increasing sense of competence and confidence in growing abilities 1.4.C Asserts independence 5.2.C Develops fine motor skills Planned Experience: By Myself (YT & OT) Materials: Puzzles How to begin:


• Ask the child if she would like to do the puzzle by herself or if she wants you to do it with her.

• Honor the child’s choice. If she struggles to complete the puzzle, again offer to help her.

• Comment on the child’s accomplishments by saying, “Wow! You did that puzzle all by yourself,” or “You just needed a little help with that puzzle.”

Extensions:



___________________________________________________________________________ Benchmarks: 1.2.C Demonstrates increasing sense of competence and confidence in growing abilities 3.3.C Demonstrates caring and cooperation Planned Experience: Helping with Clean Up (YT & OT) Materials: Toys children have been playing with How to begin:

• Begin to put toys away in the proper place. Say, “I’m putting the blocks on the shelf.” • Invite children to assist you by naming the item and directing one child to put it where it

belongs. For example, say, “Elise, please put the balls back in the box.” “Jalen, please put the puzzle back on the shelf.” “Carmella, please put this book on the book shelf.”





Note: Use picture and word labels on storage containers and shelves to give children a visual cue as to where toys belong. Labels you create in your classroom should be made with


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lowercase letters and initial capital letters only. In this way, you help children to begin making a connection between the print they see in the environment and the print in books. For example, “Puzzles”. ____________________________________________________________________________ Benchmarks: 1.1.C Feels valued and attached to others 1.2.C Becomes aware of self as a unique individual 4.4.C Communicates through language 4.5.C Shows enjoyment of books and stories Planned Experience: We Are Friends (YT & OT) Materials: We Are Friends Book How to begin:

• Take a photo of each child in your group as he or she is engaged in an activity. • Put the photos into a small, one-photo-per-page album. • Label the album, We Are Friends • Sit on the floor and say, “I’m looking at this book about friends. I see a picture of Jamie

playing with the cars. Here’s a picture of Manuel eating his lunch.” • Invite children to join you in looking at the book. • Turn the pages and describe what each child is doing. Be sure to include the child’s

name. • Turn the pages and invite children to name the child on each page. Invite older

toddlers to describe what each child is doing. Extension:

• Place the book in the Library Area so children can look at it on their own. • Join a child who is looking at the book and involve him or her in naming the children

and describing the activity. • Take photos of children playing side-by-side and put them in an album. When sharing

this album with children make comments such as, “Randall and James are both looking at books.”

Note: When you invite a child to join you in an activity, make sure the child is not actively engaged in something interesting.

Sensory and Art

Materials and

Experiences

Benchmarks: 6.1.C Gains an understanding of basic concepts and relationships 6.2.C Applies knowledge to new situations 6.3.C Develops strategies for solving problems Planned Experience: Sensory Bottles Materials: Collection of sensory bottles (Review the section in Curriculum Tips and Techniques for Making Sensory Bottles) How to begin:

• Place the bottles on a low shelf or table. • Observe toddlers as they interact with the bottles. Do they shake them? Do they roll




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Benchmarks: 5.2.C Develops fine motor skills 6.1.C Gains an understanding of basic concepts and relationships Planned Experience: Playing with Dough (OT) Materials: Play dough ((Review the section in Tips and Techniques on making Favorite Art Recipes) How to begin:



you think toddlers are ready for them. Note: Children must be closely supervised when they are playing with dough and props. Pay close attention to toddlers as they play with dough to prevent them from eating it. Model and comment about the appropriate way to use dough. For example, say, “We can pat the dough. We can roll it into long rolls like this.” Carefully supervise children as they play with props to prevent them from hurting each other. ___________________________________________________________________________ Benchmarks: 6.1.C Gains an understanding of basic concepts and relationships 6.2.C Applies knowledge to new situations 6.3.C Develops strategies for solving problems Planned Experience: Sound Bottles (YT & OT) Materials: Clear plastic water or drink bottles, objects such as buttons, jingle bells and paper clips that make noise, superglue, strong tape How to begin:

• Place sound-making objects inside individual bottles: buttons, jingle bells, and paper clips for example.

• Superglue the caps on securely and cover with strong clear tape. • Place the bottles on a low shelf or on a table. • Observe toddlers as they interact with the bottles. Do they shake them? Do they seem

to have a favorite? Do they look at and listen to the objects inside the bottle? Do they apply the same strategy for manipulating one bottle and then another?

• Join children as they interact with the bottles. Pick up one of the bottles, shake it and say, “I hear paper clips in this bottle. Renetta, can you tell me what you hear in this bottle?” (as you hand her the bottle with buttons in it). “Which bottle do you like to listen to the best?”

Extensions:

• As you and the children shake the bottles together, singing the following song to the tune of “Row, Row, Row Your Boat.” Suit actions to the words.

Shake, shake shake that bottle,

Shake it if you can. We can shake it, then we’ll stop.


Shake, shake shake that bottle Shake it if you can.


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Shake it loud, then shake it soft. Then we’ll start again.

. • Store the bottles in a clear plastic tub and place on storage shelf where toddlers can

see and reach them. • Make additional sound bottles and rotate them to maintain toddler’s interest.

Safety Note: Make sure caps are securely glued on the bottles. Make a daily check of the bottles to make sure caps remain secured. ___________________________________________________________________________ Benchmarks: 6.1.C Gains an understanding of basic concepts and relationships 6.2.C Applies knowledge to new situations Planned Experience: Explore a Texture Book (OT & YT) Materials: Fabric of different textures such as wide wale corduroy, net, fake fur, flannel and satin, 5x8 index cards, glue, one-hole punch, ring for holding index cards together How to begin:

• Cut fabric squares the size of an index card • Glue each piece of fabric to an index card. • Create a cover by writing the following on an index card: Texture Book • Punch a hole in the upper left-hand corner of each index card. • Hold the cards together by inserting a ring or yarn through the hole in each card. • Invite a child to look at the book with you. Allow the child to hold the book and

examine the different textures. Describe the different textures to the child. “Cooper, this is very smooth.” “Jamie, this feels bumpy.”

Extensions:

• Use other textured items such as sandpaper, textured wallpaper and designs made on an index card with glue that has been allowed to harden.

• Place the Texture Book in the language area. Observe to see if children select it to look at and feel the different textures.

Food/ Nutrition

Experiences


• Sit at table with a small group of children. • Give each child a bowl, spoon and napkin. • Put a spoon of one fruit in your bowl and say, “I’m serving myself some bananas.


• Repeat this process with the other fruit. • Begin to eat the fruit. Talk about how sweet the banana tastes and that you really like

the cantaloupe because it tastes sweet, too.


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• Avoid pushing the children to taste the fruit. When you sit at the table with the children and model tasting the fruit, this says to them, “Miss Shawna is eating it so it must taste good.”

Extensions:

• Try other fruit such as small pieces of pineapple, pears, peaches or watermelon. Note: Check for food allergies before introducing any new foods to children. Make sure fruit pieces are of a size that keep children from choking on them.

Movement, Music and

Gross Motor

Experiences




Extensions:



____________________________________________________________________________ Benchmark: 5.1.C Develops gross motor skills Planned Experience: Move Like the Animals (YT & OT) Materials: The book, From Head to Toe by Eric Carle How to begin:

• Do this activity after children are familiar with the book. • Read the book and model and suggest that children make the movements that the

different animals in the book make.

Transition

Times

Come Join Me • Sing the following to the tune of “If You’re Happy and You Know It”, adapting it to what

you want children to do.

If You’re Happy and You Know It If you’re happy and you know it, come join me. If you’re happy and you know it, come join me.

If you’re happy and you know it, come join me at the table. If you’re happy and you know it, come join me.


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Note: Adapt other fingerplays previously listed as transitions to move children from one activity or place to another.

Family Experiences

• Send home the following activity sheets from Infant and Toddler Family Connection:

Activity #27 – “If You’re Happy and You Know It” (See Attachment: If You’re

Happy and You Know It”) Activity #28 – “Feelings Picture Book” (See Attachment: Feelings Picture

Book) Include a Family Response sheet for each activity. (See Attachment: Family Response Sheet)


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Weekly Plan Sheet

Week of __________________ Topic _#1.4 Feelings and Emotions

_______________ Caregiver(s) __________________________________

Big Ideas I have feelings and emotions





Add book: We Are Friends, container of pictures

Add large stringing beads, pegboards, Texture Book

Add large firm pillows, bubble wrap, small people figures and small vehicles , grocery bag blocks

Add sensory bottles, sound bottles, scented play dough, variety of textured balls

Add large soft dolls, dress-up clothes, unbreakable full-length and hand held mirrors, toy telephones

Go on a sensory walk, hang wind chimes


Cognitive Self, Social and


Monday First Reading of: If You’re Happy and You Know It – p. 2

FP or Song: Little Miss Muffet – p. 4 Sally Go Round the Sun – p. 4

By Myself– p. 6



Come Join Me – p. 10

Tuesday First Reading of: Brown Bear, Brown Bear, What Do You See? - p. 2

FP or Song: If You’re Happy and You Know It – p. 5 Storytelling: Little Miss Muffet – p. 5

We Are Friends – p. 7




Wednesday Second Reading of: If You’re Happy and You Know It – p. 3

FP or Song: I Love You – p. 5 Storytelling: Jack and Jill – p. 3

Helping with Clean Up – p. 6




Thursday Select: Mother Goose Book – p. 2

FP or Song: I Have Something in My Pocket – p. 5 Storytelling: Brown Bear, Brown Bear, What Do You See?– p. 3






FP or Song: Skidamarink – p. 5 Storytelling: Jack Be Nimble – p. 3

By Myself – p. 6




Younger

Weekly Plan Sheet

Week of __________________ Topic _#1.4 – Feelings and Emotions

__________ Caregiver(s) __________________________________

Big Ideas I have feelings and emotions





Add book: We Are Friends, container of pictures

Add large stringing beads, pegboards, Texture Book

Add large firm pillows, bubble wrap, small people figures and small vehicles, grocery bag blocks

Add sensory bottles, sound bottles, scented play dough, variety of textured balls

Add large soft dolls, dress-up clothes, unbreakable full-length and hand held mirrors, toy telephones

Go on a sensory walk, hang wind chimes




Monday First Reading of: If You’re Happy and You Know It – p. 2

FP or Song: Little Miss Muffet – p. 4 Sally Go Round the Sun – p. 4

By Myself– p. 6




Tuesday First Reading of: Brown Bear, Brown Bear, What Do You See? – p. 2

FP or Song: If You’re Happy and You Know It – p. 5 Storytelling: Little Miss Muffet – p. 3





Wednesday Second Reading of: If You’re Happy and You Know It – p. 3

FP or Song: I Love You – p. 5 Storytelling: Jack and Jill – p. 3

Helping with Clean Up – p. 6




Thursday Select: Mother Goose Book – p. 2

FP or Song: I Have Something in My Pocket – p. 5 Storytelling: Brown Bear, Brown Bear, What Do You See?– p. 3


Playing with Dough – p. 8 Explore a Texture Book – p. 9




FP or Song: Skidamarink p. 5 Storytelling: Jack Be Nimble – p. 3

By Myself – p. 6




Older Toddler


Activity #27 “If You’re Happy and You Know It” You will need: You and your toddler The words to the song Before you begin:

• Learn the words to the song listed below ______________________________________________________________________ Try this:

• Tell your child the two of you are going to sing a song about feelings.

• Join with your child in singing the song and making the motions and facial expressions

“If You’re Happy and You Know It”

If you’re happy and you know it, clap your hands (you and child clap hands) If you’re happy and you know it, clap your hands (clap) If you’re happy and you know it, Then your face will surely show it (you and your child make a “happy” face) If you’re happy and you know it, clap your hands (clap) Families: Continue with the verses listed below. Follow the pattern for verse one. Be creative. You and your child make up additional verses.

If you’re angry and you know it, stomp your feet (You and your child stomp feet) (Make an angry face)

If you’re sad and you know it, cry, “boo hoo.” (Pretend to cry and rub your eyes) (Make a

sad face)

If you’re scared (or frightened) and you know it, yell, “I’m scared” (Yell “I’m scared!”) (Make a scared face)

If you’re proud and you know it, do like this. (Shoulders back, thumbs under arm pits)

(Make a proud face) ________________________________________________________________ Connect with your child’s caregiver. If you don’t know the tune to this song, ask your child’s caregiver to sing it for you.

Book If You're Happy and You Know It by Annie Kubler. Child's Play International Ltd; Board edition. 2001.

Toddlers

(18 to 36 Months)


Activity #28 “Feelings Picture Book” ________________________________________________________________ You will need: You and your child Pictures of people expressing feelings such as happiness and sadness (people laughing and crying, for example) and other emotions Magazines are a good source for pictures Before you begin

• Cut out the pictures and paste each one on a cardboard square or index card

• Punch holes in each square and tie together with yarn or ribbon to make a “Feelings Picture Book.”

Try this!

• Look at the pictures with your child and talk about each one.

• Encourage your child to imitate the feeling or emotion the person in the picture is expressing

• Talk with your child about why the person might be laughing or crying, for

example.

• Use “feeling” words such as angry, happy, sad or frightened.

Label your own feelings. Tell your child some things that make you happy or frightened. Say, for example, “I feel so happy when you give me a big hug.” “I was frightened when I couldn’t find you.”

• Ask your child to tell you some things that make him happy, angry, sad or frightened.

Toddlers

(18 to 36 Months)

FAMILY RESPONSE We’d like to hear from you about this Infant and Toddler Family Connection Activity.

Please return this Family Response sheet by ________________ Name of Activity: __________________________________________________ Child’s Name: ____________________________________________________ Tell us who in your family participated in this activity with your child: ___________________ _______________________ ___________________ Help us evaluate the effectiveness of the Family Connection information and activity by rating the items listed below. Check the boxes that best express your opinion.

Family Response Interested

Excited Bored Frustrated

My reaction to the information contained in the Family Connection activity

My child’s reaction as he/she participated in the Family Connection activity

The reaction of myself and/or other family members who participated in the Family

Connection activity with my child

My overall rating for this Family Connection activity

Give us any additional comments and suggestions. _______________________ ________________________________________________________________ ________________________________________________________________ Your Name: __________________________________ Date: _______________

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