ACTIVITY CARDS 24-36 Months

Home , Animal cracker, Bye Baby, Jon Stone, Sleepy (rapper), Where Do I Belong

ACTIVITY CARDS 24-36 months

These cards are designed for teachers of two-year-olds

Georgia Early Learning and Development Standards gelds.decal.ga.gov Georgia Early Learning and Development Standards gelds.decal.ga.gov <<---Grain--->>

33/ 14 64 5 /64 32 231 /4 325 /64 Bleed 1 23/4

22.247 57 9 /64 <<---Grain--->> Teacher Toolbox 1433 General Activities17/ based on the Georgia Early Learning and Development Standards 64 / decal.ga.gov 64 andards 4 pment St a Early Learning and Develo Georgi 57/ gelds.decal.ga.gov 8 64 Bleed Post production die cut 185 #1 How to ﬁ ll your GELDS/8 Toolbox 2 Post production die cut Teacher Toolbox INDEX YOUR OWN ACTIVITIES Activities17Teacher based on the Georgia Early Learning Toolbox and Development Standards 4 BRIGHT / IDEAS COGNITIVE 64 Cover:COGNITIVE 8-57/64 x 4-17/64 x 2" DEVELOPMENT C0GNITIVE DEVELOPMENT PROCESSES | CP SOCIAL STUDIES | SS

COGNITIVE COGNITIVE DEVELOPMENT CREATIVE DEVELOPMENTWrap: 14-33/64 x 9-57/64" 8-17/64") Georgi MATH | MA a E arly DEVELOPMENT | CR Lea gelds.decal.ga.govrn ing an COGNITIVE d Developm en COMMUNICATION, t Stan dard LANGUAGE DEVELOPMENT s SCIENCE | SC AND LITERACY | CLL Liner: None

APPROACHES57 8TO PLAY AND LEARNING |/ APL SOCIAL AND decal.ga.gov Blank: .080 w1s (12-57/64 x EMOTIONAL 64 DEVELOPMENT | SED 5 8 / PHYSICAL 4 DEVELOPMENT AND 8 MOTOR SKILLS | PDM Remove the Remove the Insert the general cards fi rst. Bright IDEAs cards, SCHOOL

-All dimensions are given in inches 4 shrink wrap shrink wrap Next, -Bleed insert 1/2" each tab card activity cards and -Manufacturing / Printing tolerance is +/- 1/16" 5 /8 57 ndards ent Sta velopm rning and De rly Lea 1 8 Georgia Ea 9 gelds.decal.ga.gov Activities based on the Georgia Early Learning / 22.247 6 / and Development Standards 64 from the from the in front of the fi rst matching 2 index cards follow 2 1 2 3 4 decal.ga.gov tab set. card set. domain-coloredMaterial: .080 white activity one card.side the domain cards. Base: 8-5/8 x 4 x 6-1/2" Wrap: 23-1/4Cover: x 8-57/64 18-5/8" x 4-17/64 x 2" 5 /8 Wrap: 14-33/64D x 9-57/64" side

D Liner: None

Job #: 18 Liner: None Blank:d .080 w1s (21-5/8 x 17")

Base: 8-5/8 x 4 x 6-1/2" ecal.

a.go

gelds Blank: .080 w1s (12-57/64 x

g ia

ca a

g a g

ga d

Dev

l .go o

**Postm production die cut on one e

v t

r d

1/ Wrap: 23-1/4 x 18-5/8" s Die#: 2 Toolbox Teacher

6 YourLearning Early Georgia the on based Activities ready-to-use Liner: None and

Tab set in domain colors Blank: .080 w1s (21-5/8 xToolbox 17")Standards Development will look

The card set includes: **Post production die cut on one D

5 like this. INDEX INDEX General information cards ActivityRevised: cards 03-09-15 organized by domain 8-17/64") YOUR OWN ACTIVITIES YOUR OWN ACTIVITIES

BRIGHT IDEAS BRIGHT IDEAS 80 pt base and cover tray wraps

<<---Grain--->>

5 side General / 64 33/ 32 23 1 64 SED1 APL1 CLL1 MA1 14 PDM1 /4 domain PDM: physical development and motor skills domain SED: social and emotional development domain APL: approaches to play and learning domain CLL: communication, language and literacy domain: cognitive development and general knowledge Bleed 1/ 32 5 22.247 23 4 / #1 64 #1 Strand: HEALTH & WELL-BEING #16 Strand: DEVELOPING A SENSE OF SELF #35 Strand: INITIATIVE AND EXPLORATION #49 Strand: RECEPTIVE LANGUAGE #73 sub-domain: math COGNITIVE Teacher Toolbox How to fill your GELDS<<---Grain--->> Toolbox 0-36 months Standard: 0-36 months Standard: 0-36 months Standard 0-36 months Standard 0-36 months Strand: COGNITIVE DEVELOPMENT PDM1 – The child will practice healthy and safe habits. SED1 – The child will develop self-awareness. : APL1 – The child will demonstrate initiative and self-direction. : CLL1 – The child will listen to conversations and NUMBER AND QUANTITY DEVELOPMENT 18 5 / Bleed 57/ Standard: MATH | MA 8 Teacher Toolbox 9 64 demonstrate comprehension. on the Georgia Early Learning and Development Standards MATH | MA Post production die cut A17ctivities based MA1 – The child will organize, represent and build knowledge /64 4 14 33

t Standards ing and Developmen l.ga.gov Georgia Early Learn deca gelds.decal.ga.gov 57 / 8 /64 64 of number and quantity. Remove the shrink wrap Remove the Post production die cut 2 Georgia Early Learning and Development Standards Georgia Early Learning and Development Standards Georgia Early Learning and Development Standards Georgia Early Learning and Development Standards SCHOOL 1 from the gelds.decal.ga.gov gelds.decal.ga.gov gelds.decal.ga.gov gelds.decal.ga.gov shrink wrap INDEX Drawing#: TEB3206-3 Insert the general cards first. Ac Teacher YOURToolbox OWN 17tiv 4 iti ACTIVITIES es tab set. b / ase BRIGHT 64d on IDEAS -All dimensions are given in inches COGNITIVE from the DEVELOPMENT the Georgia Early NITIVE C0G CP 2 -Bleed 1/2" OGNITIVE PROCESSES | Next, insert each tab card C Cover: 8-57/64 x 4-17/64 x 2"

DEVELOPMENT -Manufacturing / Printing tolerance is +/- 1/16" CREATIVE LOPMENT | CR DEVE Ge or gia COGNITIVE E VE T ar GNITI PMEN gel ly L CO O ea DEVEL rn NT 5 ds.d in Lea OPME C g CE | S a DEVEL IEN nd SC D A ev H | M eca elo MAT 8 pm rn Wrap: 14-33/64 x 9-57/64" en / t St l . an ing an g da r card set. a.govds COMMUNICATION, Bright IDEAs cards, LANGUAGE 8 4 Y | CLL in front of the first matching AND LITERAC d Developme

PPROACHES 3 A 57Y A Liner: None PL 8TO PL LEARNING | A AND AND 8-17/64") SOCIAL nt EMOTIONAL / 22.247 ENT | SED St DEVELOPM 64 andar d Material: .080 white one side eca activity cards and YSICAL l PH Blank: .080 w1s (12-57/64 x AND .g ds ELOPMENT a.g domain-colored activity card. DEV S | PDM ov 4 MOTOR SKILL 0-12 months 0-12 months 0-12 months 0-12 months 0-12 months 6 1 SCHOOL /2 5 4 index cards follow/8 Tab set in domain colors Job #: 8 5 /8 the domain cards.

andards 18 evelopment St Learning and D Georgia Early v ds.decal.ga.go ning gel orgia Early Lear ased on the Ge Activitiesb andards evelopment St -All dimensions are given in inches Die#: and D 12-24 months 12-24 months 12-24 months 12-24 months 12-24 months The card set includes: Base: 8-5/8decal.ga.go v x 4 x 6-1/2"2 9 57 /64

INDE Cover: 8-57/64 x 4-17/64 x 2" X Wrap: 23-1/4 x 18-5/8" INDEX

D YOUR OWN ACTIV YOUR ITIES BRIG OWN Wrap: 14-33/64 x 9-57/64" HT ACTIVIT Liner: None IDE IES Base: 8-5/8 x 4 x 6-1/2" AS B RIGH General information cards T 1 D PDM1.0a -Bleed 1/2" SED1.0a APL1.0a CLL1.0a IDE MA1.0a

COMMUNICATION, AS /2 Wrap: 23-1/4 x 18-5/8" Blank:Liner: .080 None w1s (21-5/8 x 17")

6 ec

a side

go 24-36 months 24-36 months 24-36 months

v 24-36 months

e Blank: .080 w1s (12-57/64 x

o e

r a

c e

l y

Liner: None e a

r a

l. g

**Postn production die cut on one

LANGUAGE l go o

r a

Revised: 03-09-15 d s Activity cards organized by domain Toolbox Teacher

COMMUNICATION, Blank: .080 w1s (21-5/8 x 17")YourActi ready-to-use

v 11-18-14

it an

d s based s

De Sleeps well and shows alertness Exhibits interest in people and Reacts to environmental sounds vel

Responds to image of self. o Observes simple songs or

AND LITERACY | CLL t n men

CO **Post production die cut on oneGeor he GNIT

DEVE IVE t

LOP St

MENT COGN anda M

g -Manufacturing / Printing tolerance is +/- 1/16"

ATH |

LANGUAGE M D ITIV ia

A E E

V r

E Ea LOP General d

ME s

MA NT rl

TH | y

M <<- ToolboxLear will look SCH A

OOL --Grain SED1.1a #1 APL1.1a

ni PDM1.1a CLL1.1a MA1.1a

- n - g

-> Teach > er Toolbox 22. 3 5/ 2 6423 COM 2 B 1 MUN 47 le / e things in his/her surroundings. COM AND LITERACY | CLL d 1 4 33 ICATION, MUN 23 /4 1 / LANGUAGE ICATION 4 64 and verbal communication. LA , 32 AND NGUAG <<- 5 LIT E --Grain--->> / finger-plays that involve ER 64 5

ACY | CLL AND LITE Remove RACY D during waking periods. | CLL 1 th 8 5 e / 8 like this. 1 Bleed PDM1 Infants begin to respond nonverbally and

P ost domain PDM: physical pr od uc #1 ti on di

e 14

cu Strand: In t 33 se Post / rt production die cut 6 the 4 0-36 months

- ge HEALT Ne A n - l x B l er - t,l in al car M e d S a e i d d m s ta n er e H & u ds first. evelopme 3 f 1 n t each nd in frona / s Uses available senses to learn i c 2 o ard: t " n WE Sleeps well, waking rested and u s t t rof t a i Ma n a b car PDM1 – LL-BEING SED1 g r he / e t g firs22.24 d nt and m P i 7 er r v i e t m n n 8 5 4A 1 t a ct T i 7 i i tch / v INDEX i it Th n n i Identifies image of self. /e ea 8 s al g ing 4 b YOUR OWN i 64a ACTIVITIES Responds to language J n se e child wi Imitates rote counting t d o c o ch BRIGHT domain SED: social and emotional development ob h nCOGNITIVE IDEAS otor : l DE tVELOPMENT with vocalizations to acknowledge that they h e e COGNITIVE C0GeNITIVE r s DEVELOPMENT PROCES GSES | CP CREATIVE e er a COGNITIV o E DEVELOPMENT | C r n DEVELO R g Cov PMENT #16 ia er S : CIENCE | SC 8 c -57 skills g E /6 #: e 4 e 1 a T 6 l x d 4 . r -1 s 7 . ly /6 d 4 e x 2 / c " i a L COGNIT l. e oolbIVE D g s a a DEVELOPMENT ll 2 .g r W o n MATH | MA ra v COMMUNICATIO p: 0 ing N, 1 numbers and quantity. ie 4 4 + LAN -3 GU pra 4 AGE 5 3/6 4 AND LITERAC a x / Y | CLL 9- n 57 80 - / 8 57 d /64" Strand: 18 8 APPROACHES D TO PLAY # SOCIA e 1 L AND AND LEARNING | A v c PL e Lo EMOT i 5 IONA ne / L / lo r: D N t EVELOPMENT | S o ED p ne : 1 / m ice healthy and safe habits. 6 x 6 8 8 PHYSICAL e wh DEVELOPMENT AND n " MOTOR SKILLS 4 t 8-17/64") | PDM d 0 S ec t al a . n -36 g Bl a ada nk .g : .0 D ite o r 80 v w1s ds (12-5 E S 7 CHOOL /64 x8-17/64") month VELOPIN Sta Infants begin to show awareness of people on Infants are able to understand more words s ndard: Infants will look around, notice and respond e COG DEV NIT ELOP IVE G MA M TH ENT | MA s S A APL1 SED1.2a APL1.2a ED1 – T PDM1.2a id CLL1.2a Re SENSE OF SELF MA1.2a v e Base: 8-5/8 x APPROA i 4 x 6-1/2" CH < 1 H < 2 ES - he chi -- ow G se r W a / ra in B p: - 2 -- 3- > 6 2 1 to 2 > /4 2 Co x 1 . 8- ﬁ 2 ase 5/ 4 8" ll 7 d: domain APL: approaches to play and learning 32 y 2 57 < 2 9 <--- 3 3 ou Grain- -->> W 1 Li R n TO e 8 er P m r 14 : ver ld L o 3 Non AY v e 2 s W h t G e 2 rin he k / fr wr EL : om ap #35 w r A th P e P c ROA a 64 r D d C s a H e I n Li 8- ES t . s r e S T r N t the : e g Bl ap ill develop sel 3 xt e p: an Li , in ner oolbox k 8 i s a : n e l . f r c T 0 ro t a eac 80 ea ne M n rd 4 her To w1 a t o c s olb do t f h fi ox s m t ta rs (2 e he b t 03- a . 1- r 2 c 5/8 x in fi r 2.2 a 1 5 i - 4 n s r 8 D J c 7 4 /8 T o t d a o l m x h l o 9 1 a B e b : red t : 7 c " c h )

a # a in r D : ct g -5 G d i iv B i 8 er: e s e . ty ri 23 n # g r B e e 0 ca h ra t : 8 rd t ID 4 l i 0 . a 2 la ** in n 6 c E Pos Strand: fo c 18 ti A : w 4 vi s 4 rm lu h ty c t p T 1 a d i i c ar e ro n tio e t d ar ds a du n s e d , c l c e x s c 7/ : a h ti

a c 4 on n rd o th ard d e d C an s n e s 8 r ove i r: e T nk: d 4- 8 09 e f * - c o o o 57/

l 6 -

4 u R m lo o Wra x 4 t o A 8 p - No c e s a w l : 14 17/6 see an image of themselves. This forms the i - 4 n ti v i n Lb 33/64 x 2" o vi d c oine x n

it a r: 9-

5 *Po T y N 7 e r 1 s s e d x on /64 i c e " de

a s B 64 e . la

d rd nk: . No 0

s 80 w A

: 4 e o 1s

rg (12-5 c

a 7/64 t 33

n x8 i

i -17 / v

z /

6 a a k

0 ed ") i 6 t n

3 B i 0-36 months b a e

B se -1 d

- y : 8 Tea

- c 4 s

d a 5/ her 0 8 T D oo c x

o 4 lbo

9 m W s Wra x 6 x b

p: -1 e

e / ne a - a 23 2"

r -1 v :

1 in L : C /4 x s a L x 2

in 1 e e

e 8 h

5 in p 8 r: o -5/

N 8 l

B o " d

e : - W nev o 5 B l e p o .0 r l

* a : 2 / ank:L r r m and explore their environment.

8 . . n

n 3 08a : ne

* 0 x

N i p w e P k n 1 9 INITIATIVE AND EXP

- x ** s

t / P

( s e : 1 osB e : 8 21

o o t p -5 h

/8 x n

s n /4 4 l ror d - x

. Y a uc1 5 1 0 e

: t 7

t 0 e x o ion ") t n 4 7 d

u r x ie G

8 S 64

p r k N - / cu f 6 t 6-

0 6 o

r 1 r 3 n t

- e : o on 5 e

o 4 e a 4

i 8 a 3 si

g w 1 T n de o

d d. T

h - o / t n / 0 5 r

D e x

t u 1 5 2 o y 6 -awaren

- d

ID c s / " lb 8 to 4 4 g

8 0 a

E t o -u 80 i -

A x x a

Ma io (2 " l s 1 r s t i w w

e k e 7 d ri n 9 1 E

c a 1 e i

l l 1 o

a : l - / s

rd . d -5 th lo s 5 6 a

s 080 i is o 7 4 pr r e / (

wh 8 . k / l

ite 1 6 x y 8

o c 2 1/

n x o

e 4 L -

sid u - " 2

A Job e t 1 5 " e

c # o 7 7 8- a

t : / ivi n " 6 r

) l

t n 17 S y o 4

c i x P n n

a x b 0

H r e

P D Y d Di 8 g

H E S s e#: s - Y V IC DE S E A id 1 o V IC L L 7 t E A O e 2 o

L M L P / w1 O OT M Re 6 during conversations, songs, MO PM E vise 4 and T E O N A d: 8 " w O N R T 0 5 R T A c 03 pt ) SK AN SK N tivi -09-1 bas x 9- IL D ILL D t 5 e an du LS S D y d co " | | in ve PD PD d 8 r t / r M M ex 0 ay wr c aps / ar p 64 ds t 8 b B a 1 1s o 1 1-1 57 o s 8- s k 1 14 es e ard

tit - le 1 a ct in 8 n D " r de - d awing x 1 #: T ca 4 c EB320 rds o 6-3 v ( e - s. A r ll d im io / x t ensi 2 r : ons a a ( N y re 64 e g ed iv T m en e w 2 ac ore i CLL1 h r - n 12 erT Bl in a 1- o ch D o ee lb p d es r O ox 1/ n ht rd es s 2" tp a er ? s://w them ciust at ready for daily activities. n o g mpo

# int.r " D r d D : -M EC .c an A o " L m/ ufac T tu 5/ E rin di - B g / 3 Pr 2 intin 0 g 57 6 tole - ra and gestures than they are able to produce. 3 n ce is +/- 1/1 e cut8 and objects in their environments. Through 6" LORATION

x /64 to things in their environment after sleeping g elds. dec al.g 17 a .gov on x domain CLL: communica ") 8- using numbers. Material: o . Exh 1 #49 080 ib white onits ne 7/6 -All dimensions are given in inches e s In ide fan a t nd ob M si t j hei ects A t r int in 4" h e t 1 em res , the t # de y beg 73 d ini i om tiati 0- a Strand: v ) e i A one-year-old has the awareness that n a 36 m sub ont -doma hs Str 80 and in: pt base Jo Rea St : NU ma and b # ct and M th cov : s to ard BE er t en of : R A 0-36 months v ra iro nu N y wr I nm mb aps nfan en er an ts a tal IN d g re a RECEPTIVE L D est bl IVI In ure e to sou fan s th un 1) n ts le an der If a ds arn the sta Lo and ab y a nd m 2 okin se out re a ) g a eing sp ble t a a eec to -Bleed 1/2" p t h p to ers eac by r lang on her S ua wh ’s m ge o is o dev ta t e lopm and Die en #: t . tion, language and literacy Infants should hear counting songs Revised: 0 PDM1.1a ard 3-09 IN - DI 15 VI D UAL 1) If IZE : a Y AN 24 O CL -m U 8 R side 2 on T MA1 E ) For th-o AC a ld c HIN 12-m 0 o nth 11-1 SED1.0a de L1 – The childGUAGE will listen to p 8-14 monstrat t M -Manufacturing / Printing tolerance is +/- 1/16" A1 Dra Rec .2 wing#: IN ite a TE D s 80 pt base and cover tray wraps IV n B320 ID u UA five mb 6-3 b L T 1) I w e If ZE o in rs a 24 YO -yea se u AND -mo UR s r-ol qu p t L 2 nt TE ay ds e o as ) h A n F - C th c c or a old HI e n an e foundation for self-awareness. CIA 1 c N u ty . 2-m hild G m pi do O – b c S o is L e al nth stru et s rs in ly re old ggli kill l ord me child ng eve er mb w with l, not up er R ho th c to an Sleeps well, waking rested and e a d h e h f e comp as 1 ro ive m 2 n . mas -24 olo es g 11 tere mon ica d t l a the hs s ge, #73 L 1 ki be 2-2 ll, y a NA 4 m guid ou on e r gu ponds to h ths im/h ide in OTIO skil er i in l, in n intr their interest in people and objects around M m o E - trod as du n uc ter cin e in g Uses gestures and actions t g sk he the ills : cognitive development and general knowl 24- 0- to soundly. When they are in quiet, alert states 18 36 12 ch d mon mon ild t t ren hs s hs s . Tw re kill kill o o e on t n t xam he he l ple ri e s - ght. ft. : he Listens and responds to CIAL AND co sub-d Infants learn about speech by hearing SO DEVELOPMENT | SED 14 image nsion. Recites numbers up to ve c Tries inventive or new stories or other experiences. AL 0-36 months EMOTION r o onversations and omain: #1 t f 0 the image he/she sees is herself and not -3 self D 6 m on PMENT | SE ths r Strand: LO B O . O ay DEVE D K om a IND math in B oo E k T X _ __ ...... itle t _ _ -N aa la B la . . .c . . . . P Ba i . . . y ...... n ...... r . . , A P .n C . d ______BB Bab-GleB aBe BlaBc a . c. k .k ...... 5. 3. CP ll BinB PlB l a. t. hPl a ...... # . . D uth SED1.1a _ _ aa B b - OBbyaaa kn d . .S ...... CSP S B B a atlhl aay y . e.ayn n ...... 8 Do o g S A or ______Bab ByabByb B a .c . BBclk Sh . ..h . e...... S CP C C all all l lPe P Cll l .R . . . .C . a ...... D 9 Dmo m eld C N ______BB Bab aBaaalbeandk . u. .am. c k. . ee . . ep...... 117C S S B BPBalaalPlBa laayyan o . l . . n...... 8 . 8 . . om amainain A gege s. am ______aabbb aby B Bndlya B Ba . . . bl. . S. . .p ...... SCCCP C Bal all lly lR P a.yl l . . . .. l...... 9. 9 38 ai C in gelctiv glde ld de M e wr ______Bayl eBB ya Bu c. k.ucmk . . . . e . . b h. e ...... 11 . 6CP l BPBl RoB o l.ayl . R . . o ...... 8 . ..9 . . . . 8 . 9. n R AcAc dsity s.lddss.d cal A 10 ______bBabby uBmabyanm b . S . hb ...... e. . .e.e . p ...... 11 .7 . 7 3S SSCCSS BaBa aalyl l lal l. l . . . . l .l...... 3 . . 838130C CRM A Aticvtiv .d eN e.dceec .g Li N ______B y By B cbkDdleb . e.le ...... S C ll ll RR .o o. l s...... 3 R A cti titi ity ca alc a a. ttl ______BabBauab Bumle rb. i v. . . ee ep. b. e ...... 6. . .6131 56C S AP B B BaRBoalRBoal l ll. l ..G. .. a...... 3. . 8 . .1. 3 .13 . 8.C . R C R vit vyi tNy N aml.eg .agll..g go A e F ______b aBby Dnmdy u Embl e e.e .- A...... e...... 1...... 3 . . 7S SS SSC L al alls llllsl . R l.l l.s ...... l..o .r ...... 0 .1. 0 41MA MAS E y NBe a Nmam a. ag.gaa.g v S Cir ish ______ay BDya r b .l e. m .bebl . w...... 1. 7 5. .12 C l BRB BG G o.a l. i n...... e...... 1 .3 . . . . 3 . 0. M M D B amar aeme go o.gvovo C cl , ______Baby urimvbByiuv e b e.o e.tibee . .a . y...... 56 . . 663 2A ASPSSE BaBa aoalllll . aallo llo . . . . a. . .B ...... 0. . . . .4. . 41126AS S AP Be eBae eH u e v v My e H Au C U . s E B d ______y BBbya Emeb-lFema-bAwe .o .en . e ...... 6 ..3 ..1 2. . . 6SS PL L D llsBlls Bss i .nG . ,r Be re . . . . . o . . w...... 1. ..4S ESD DDMea Bare r Har nt C B er re ard ______Eumm byD oAbwceleeba . . s ...... 1 2. . . 526 3S SA CP B Ba B aGalaina na aal. . o . a . l ...... l ...... 4 . . .1 1..2 126 . 111ED P E D Bre HBeBHaru Hus i . . . LL A oa e, y W # and finger-plays daily as well as listen to _ _ r es y . . 2 E l . . P ntn r A ______aBba obti liFevtaeio ay . e. e ...... 5 . . . . A ED PDL allslls llslls,o ir an B B ro. e . s .., .B ...... 1 . . . .. 6 .1. 2. 2 D DMCL Bea Baruenarsedtntu .n . a . . Ca G d B S oo ap ______DF y by o bc-Ans ...... 6 6.1 12 P S B B ,B B Bne oa w ...... 2. . . 1 . P PM L B sart . i . t . R . . r S ra q d ______by aricvEe-m nseeesway ...... 6 3. . .232 1C LC SPE C BaBa ainana lalsaanl a la l. s . B w .Ml . . l . . . . a . . l .l. s ...... 6 .1. 1.. 2 12613D4CM C DS M Bres ieB eins .i n. m . ae ...... o . w . C. C C d # ED A nd oo ua . D MBE ______B F esALos ...... 1. 2 . . . S P D llsna na B, Bgls,, , o. wu. ffi ...... L LL E B ed Bdtne dat dtain . R. B ...... a . rd ar ar M O k, re . . om D ______EmabFayc .wtvia oe. n...... 1 . 2. 1.26 35EDSC A B BB,a BaBna o alw BBanaBa . l . . n ...... 1 1. 2.13 .1311 102. CL LC LL D BtiB Bimdt iRmoeimR ao R .o .ewe ...... # d r#d # S o ld Da Th . . . ai ______co ac es . . y s...... 21 . . 13 S CP PL Ba a nganann Mug,Mls . l lls . s...... 4 4 2SL S M eme eeim w e wo . . th . . . . . # C ns Tr v e . n _ _ L etioSel ...... 6 . . . C C n ng lls u , .B lg.s ...... E ED A Be dBed t ll Be B S w. .. o ...... A t id re . . ______oFves n. esse ...... 3. 3. 3. 15 43P A M B BaBanaB, Ba, B, aB MBffiaffins a. Gl..l .o ...... 1.. 3 .. 41. 0 1. 013 .411SE DSE Bdt B teBimdBimey Be eB e. e. t. o ...... v ..e ...... Ra er S ee Die : . . Bo Standa __ o p ...... 2 S B a n a a n s. . . . . im t ete te t r ...... A , . ok ______veac S ...... S ...... 1. . 5 . . 1S AP PCL A anan nng Mgagin ngllusnffi sg, . . . . . t .. h...... 2.. . 2 4MD MACDL B elBl eellye neim Seh Suottheot hoh. . i e. s . . . . . n ...... 121 PL A inb an Ma hl . . C ______Sble . .pe. .lsa . . . . o . . u ...... 2 . 1. 4. 55C L C B BgB, gaB, Ba, B,u Bffigann ’G B Go . n. s.B . . . . . e . . ..P . . . 1 . .0 . . 2. . 110 .29M AM L ellyB ye Bl lStBod to Srtveoor nveovenv ...... 1 ...... T ow dw ry . . . . .1 P1 Tit _ Ly . . . . n. . . 4 . 3 M a B r a n a ...... 1 1 A B B y u a t i s n . . 2 1 1 . r 0 l APL1.0a ______eceeo eTvp . . s. h ...... d...... 3 . 5 M AAP P Ba an nnaganny ngsg oo t . . . n. . g . . . o. . . .t .. . . 1. .4. 4 7C CL PAD B eBendu igu tBritetndieo srne s. . e. n...... 1 . 2 1. 1218 C ee o ic Ne . . 9 e, ______b ps ae. lkS o ...... s ...... 35 . . .. 5. . 119AP A S L nBgBgBi agin,g B gar, , . G. tth t. leehe ...... s . . . . 1.1 . . . .1 1. 4C LLC L M en nBdetto atonunttosns . Si e . s ...... 1 5 R A Is f M h, J we . . . PD Au s ______Sy So . . . .. u ...... 5 . . 54 LC M C B B a, aBn’s ’ BGa dB Bao . .s P Po ...... 4 . . 9. 9 4 L LL BdB B nadnasnddso n . .tr ...... 8. . 8 . . 8. . ll B a y o ll . M Br th ______ael e T. epa u n. ... n ... d ...... 4 .. . 5 . . 3 MCP P A anarn rnnayagn iBkoe onotg ta,Dhna ngth . e.o . t ts ...... 7 . . 7 7PLD PDMA Bi igB aign daign da n . . Li . s. . . ..e .. tc ...... 5. .. . . 585522 CL y P Ow y C De . . . ow or ______lsh . . l.k . . ds . . .s...... 1 . .3. 1 .15 28 A M B BgBinaryBaa rdgn’, Bttt Bl tles Began nPc . P s. o . . . . . 9 . . .7 . 49 . 7. 3PD PM M gB aB aiBgn nSdAnSdtr S . t .rett t. le ...... h...... 2...... L An My lan n ow pa . . SED n Na ______pk W . . . . S . o ...... 19 . .9 . 5 S S CP A Ba asasket’ nBrsdk e BDaoenasl l . o ge. t. .. . . t. s ...... 4 . . 7 . . 7 1MMM DM M B ignidg igdan Ltr etLimeSttcr . c...... 2 . . 22 . 22 . . im se t, C , D le lm . 9 Bu Be me Dra _ _ _ . laa . . u...... 5 . . 2 C C rn kB yo Dt ttg .. . s ...... A A A i B LA Aditt itc a eh h...... 2 1 a lf o y a 0 z a ______. S. oss h. h . . . . .n. .d ...... 2 . .5 . .2 . 18 5 PM SC B BaByaaetas aBttrldea Bnancle s ...... 4 . .7 . . . 34127MA M gB AB ABign itntli rt Liletthle l . B t c. h ...... A l A , M lyd n F . . . . zy’ r, B R _ u . s . . B . . . . . 6 M iA em . t o . . . . . n e . s Or ...... 1 S B a rs k s c ...... 3 M A ni i m .l ...... 5 e r . B ______Wl k . a . . .n d . ..s ...... 1. .1. . 8 10. 9 SMA AC asskBskdetk eDael tall D . an. le l. . e...... 1. . . . 1 M A A A Big igB Aigm Ag Bnaim a. l. .. . e...... o. .k ...... 1. . . 1 . .11 2 SC im ctio rc Ro ee . . . 116 ye Bo row ______. .s ...... 9. 2 . 5 C A BkBetea ta l . P ...... 31. .1 130M M igr artl ol Ba B ...... C a n er b m . B o n ______.h ...... 25 . .52 . 8 S S CM PL BBa asas Bt Bsk BaBnac .e la. .y . .c e...... 1 .2. . .626 12MA M MA BiAgBritgBitg A . . B . o. x .ol oBo . o ...... 5 .2 . 5 .2 . 5 .22 hr ls o , G M ert an . . . ye B B d . . B r 5 ______kn d...... 2. . . . 1.8. 12 M C A A askskeBkaekaelatle llt Tll l. l ...... 1 . .2 . . . .1. 2 . . M A A A ig B Bi . B. . D t. .. . o. k. . . ko o. k ...... 2 3 isto n re aye Bu . . 6. 7 T oo ea One-year-olds begin to move independently ____ ...... 0 . 4 A BBe t ...... 1 6 go o . o ...... t g . i , r er _ _ . .F ...... 10 . 52 A P B a at t s PB . .o ...... 16 0. 0 4 A M B BB B x . g .. . . . k...... 2 . . . A p h r ll . C m H , P __ _ _ _ . . .o . r . t...... 5 . .135 A PSC L Baas skets Bk Patlearlaa .l l .. s .. s ...... 2 .. 2 1M M CAL B igoigx igxB o...... 3 . . 23 . 223 .81 re he e F and . . . a . . . SE e, ar Bil C AN er ______. . . . h...... 2 . .1. S P LS skkB ell y Gy ...... 1. . . 10 . A A L ig B D D. . o x...... 3 S Y r a . . . . D E ri l M a ma Pe __ _ _ B .e...... 12 . 5 2. 1. 40 2 CA L C B BaBeaet tath Tt P. . . am ...... 0 . . 2 . . . 4 2.9M1 A M M B DBi Bigo o . g . r Li ...... 8...... C J ou He rm Ste . . . . 19 liz et a rd the P PPnee rm ______. . . a . m...... 1.. . 4 . .105 A PAP Baas sts Pk Tlo Tosla ...... 4 .. 1. 1 C C AA B ig ogg iggD o . . tt ...... 1. . 8 1. 8. 167 ud a rn , v . . . . S ab Zie rti # er errnmat m an ______...... 0 . .. 15. 3APPL LS L skteBaer eatyssims y . ...e ...... 412C LLLL ig B oi o r. S n.g . . . . le? ...... 81 S y B an e . . . . . 1 C C et fe n J rd m ma e ______. h ...... 1 3. . E B Be r t . e ...... 4. . C oB Bgr . a ...... E A u d . 1 h rt r htt na _ . A ...... 3 12 SL B a at hG T ...... 1. 9 17L S B L ...... 6 . . l . . 6 a . ane n enrke nt m ___ _ . c . . t ...... 1. . 2 . 2.124 S CA P D Baat Bths TtGoa Tamo s...... 9 .. 1. 1 ML MALLC B igri gL igLo ittr i t.t . ck ...... 7. . 67 . 667 . 9 D Ar len tte ez . . . . lm Ve . . . . D m entt r _ ...... 2 . . A C P s h esmim s ...... 1. A ig B iStt T lLie le . . , ...... 7 e r . . . . r . . om nt m m mas w ark ___ _ P ...... 1 .1 4.0. .1.3 3 PL DL B BatBer TiaTthimr sG e. ee ...... 91 . 1 .12 901M2 M S B SB SBigni nale?ruc?tt l. ? . L. it ...... SE Yo & T fly . . . . 4. C Do dic . . . . . a ps a ro e ___ .i ...... 0 3 S M B at Gm - a ...... 2 . A S ni n aS . ke . . tl ...... 9. . 8 u u ? . . 4 a w k . . ark rkkerk rs ______t hc. t...... 1. 3 3 . 52 SE ESDC aatthtBh haeTe . m ...... 7 .. . 7 S C AS B ig gac gcnkck . . s .? . . . . . e...... 9 . 9 1 D Ar L d . . . . P rs n . . ?? in a e r b w _ u ...... S P h e Tm . im ...... 1 . 1 C ig B T Tk oa, , . . . . S . . . . . 9 e o . . . . w er rss woes r or _ . r ...e ...... 1 .1 2.2. .1 6 C D D B B B Ti Ti Taimime . . . e. . e ...... 2.1 .7 1. 0 275SC SA TB Birgiu ru, L BcLki Lit ...... n. a ...... Y ivi r Hu . . .12 DM R an Ti . . . . B t t ...... 2 .3 P a c . . . . 0 B c . . 8 . . . n . : s s . 0 M a . . . r r t . . . o i m oo : w f k __ m...... S B a t mm he e . B ...... 2 . 2 S S CP i uin dcT ikt o,t tl . . . . c. . . . 1 . 8 . 8 8 g . 3 c d . . D QUANTITY . P D t Li . . / w or ko b _ ...... 1. 3 3. a Bh h e ...... S B n cg kr tsl tle e . . k. . . . 1 . 1 1 A u . h e . . r . .. . . 0 D E tth e . . . a ...... S L u e tl . . . . . 8 ? m . T . 4 k Rote counting means saying the numbers or k b ew est ______...... 3.5. 13SE MMPD Bh Ti-Tie-Ta T . .. B. a ...... b ...... 1 0. . . 1010S ing BgBoi kos Fsec k. .Se t Stle Sn ...... 1 re M , L p . . CL ard ru , E . . PD T / r y . MA1 – The child will organize, represent and build knowledge k be s it f ...... 5 .1.6 D B eB cimim . . l ...... 2 7 25S SS B Bo ni B . e s. . n Cn ...... 8 . . . 8 Y y a ri . L C c li . M i be stt fiorng or __ ...... 1. 6 2. 83 P PDP D M Baea Baatmhmeeh e e . . .. l . . F ...... 7 .5 . .5 A PAPSE D B ir i rdB rBgtho o . t. d e . . . a. coaSucnac ...... 1 . 8. 1 . . 8. 1 6 ou M ura es . . la Sc ks za . 25 tle, c st for o wr ...... 2.. 3 2PDD MS M thc ceh-T . BB . .. e. e ...... 4 L L ir dB o Ft d tBt t l.e . r . . . k. nka ck ...... 81 o . . . M p ar a be S A g in n . B . . 7 . 7 B al . . M t Exhi f wr t it ____ ...... 1 .. PMM C B B-Tih a Bim . .aala . . .. li ...... 1. .510 50A A AP Bd B Firle tele eoy . . F . . . .ti . k. . . 8...... h Pu . . . A Y ry n t C u el u o w i . . . 3 B e n l b n . . . 0 . P F do ed t C u . . n . . y e . o h D r wr rititihen seng ____ ...... 13 5. 86 P DPMD Beea aBecamBea baall e .b . y .Fyu ...... g...... 5 . .5 SELS E PLL B irt iertedh e cFdk C CPtlaeo o . . n ...... g ...... 6 . 8 . 6 8. 8681 C B M r? rd . . 51 Cle ur . . . d T V o tho ds. s o .. . 5 PDM P a c . s . . . . . h e eo u . . . . i . e it ingg o nc a n t ...... 8.6 . 2 D D M B Bcchheha h l lB Fag F eeBab . . . n...... 1 0. ..5 . 10452S DS D irthB BBidradera eBerd ru FnrutCyno n t...... 6 LL ot , P . e S . . C an H . . hin rd ra’ r N de t ing on thrds he . s ...... 82 .2 . 1 S SCMP M BBe eae BB nBbaBaebeyTo l y ...... 4. .0 4. 0 AEDA SEC Blodloa ltohyw y F u Fielu utin ti .unnin ...... 8 . 1. .8 . ..8 59 he D . al . . R C U an . . g ick Do s P am ca om se .. . .3 e B acaa l si ...... P D B dP Pu dir n . g g . . . r a . . s l on theese c _ ...... 1 8.3 .4PDC ADPM Baacn nbea hll l FFallg Fl Fli n . gs. n g...... 4 .. . . 4105A PL L lo BcBkyck P ayKar anrt n nF u. g . . . t . in. .g ...... 1 . .811 CR ?, Eas s . . . liff p Ti ds, . . T . . w ott e .ga th se c ca ard _ ...... 8 .2 82. PDM L BB eBaeahb Ba angb Baeeu Tuonee s. . .s ...... 4.0 . 4. 2 0 PLS A SPE BlcBkl olol oBcuBarut is Ptsya y. . g. n...... 5 .9 . . 59. . 5 78 Ba P D. tm . . . . CL or m Lo . . . ha . . n y B .g ese arrds s ...... 8. 2 78 SPD SMCC eaea Bnebnga lTl aTgo lln li n . s s . l. in g ...... 2 . . 3 SC C LD Bl oBwBwu wk iBltdiyld . er s.t y...... 59 by . E an . . . 110 L Co d T e, rin . . t G . . . Co oo ov p d . . 2 CM B nn b F g. . . . . 4 o B i h ...... 9 S . m ca s ...... 4 A L L B eBebbaaaar gCaoFgsusnsTso un s...... s ...... 1 0. 2 .1. 0. 423SC S SSE B wB l l olKowisKldiisn uienil gdin g...... 7 . ... 7. . . 710 C B Fa ast . . . . . C lor he Eliz da . . o, . . 21 E e k, o 8 a K . . 8 9 rds ...... 8. .4 2 APP PPLMD eaeanBneabngg TT aTvo To . . . s .. s ...... 1 . . . . .5 . .5 . SE EDC D Bl lowowissw sKinesges . B iu n...... 8. . 78 ab ce ma . . . 110 R C Zo Big ab Bry . . . PD s t Me o . . . 2 DL n a o s ...... 0 1 . DS o BB is . bg ...... 8 n e h l i . . . 7. AM Be bab ab os e s ...... 0 1S w l ot tes ’s ...... 1. . . . A y s, . o o a . M e is g# . r s . . . . 5 B he b . . . . 1 9 . R t n . n . . C M B B a s s . . 5 E S C B oh is . . . 0 . 1 n . . . . 78 8 . .4 C LAL Beaea aBeranag TgH uTg sTs ...... 3. .3 3. .3 SDS E ED B lo loth wdye . . ne t.s ...... le . s...... 9 . 0 . 9. 01. 9 5 PL B Fa Ma . . . . . st , Lo ed h V C . . . C Ra sa t . . AL e T o ...... E w wie t B Bu . h ...... 0 a c . 2 r e a T C b . . . .4 PL P L B nr Ca b o nso ...... 3 . . . 2. S DSD lo BBi B hCu . e...... 9 b e rg . 6 C uc is D r u . . LL E in o a . . . . ML B eB bC ra a s t s. ss ...... 3. . 3 E S C B wB lon n u ehb b . . W ...... 9 . . . . 4 C y s a . o t E o d le . , rr r r . Be ae aa Hveg s ...... 3 DS E oin widy’ i ’ ib aBb b ...... 5 . 9 . 9 7 L T , r . rd io h g ic y 1 lm F e d f nu . 78 M AC e Br a gv u ...... 1 S C D B o d’ n n b lukl l . i n...... 5 . 5 L B o D e . . n le , k . 13 ra s # rd 7 CA L a e r eT nT ...... 1 . . C o dB yin n L t le e b es . d...... 9 a u K t . u r N . o n . 8 LL L B BeBr HC Huar Cavo .s .s .t .o. .ss ...... 1 . . 15. SC SS E BdBy Byoo Cd C th’t ihinnehes D. sbr la.e ...... 4 ...... 25 rn ch Pu Mil 33 roy Zo t . . or . . . . . E ’s B kl . . its M Be aeauaven Hnt ...... 2. 1 S S CD o oC dhyy he g toW Wi . w.s ...... 7. 4. .7 .4 8 CL y a b le , n . m . . . . y o in . . . a r t u . e ...... 2. 1 C C B dBdh a Pa W h . . . i ...... 7 L B a n li r D e . . a . .8 e o M . co M A rr Hr . n ...... 13 C o Byoya Clka lk i e i n. nd . n ...... 4 a rd d sh . D o , . n . s, . . A B BeaB Hu uHnu . . .t ...... 2.. ..15 . 2. SCS SCLL B dyBo o Lddyi Llikngo DhraDt Dnd W .d . i . .g ...... 2 . . 2. . 2 367 rn D F in . . . CLL n F Tan . . Br . . . A No Bo Bra . . . eeaa er arntt . t .n . t ...... 1 5. . . SE ED Bo odBLdiyn nyg PLio ralkrCa oDwraw . . .n ..d ...... 8 . 8. . 28 SC B ya an ee g . . . ree a H . . . idw 69 Fi se o B nle . .5 m Brr H Hu H ...... 1 5.. 1 . .1 9S DSCL dyB yo Po gPo an .rg . wi llriaan ing ...... 10. 8 ig rd ce l, D . . . . m o . . e rst , o y DE ...... 1 . 1 ED B d . t. . n g . .. . 3 . . l F o : Bea eauunn ntun ...... 13 .3 5 C C EDL B o o dP ay-rB art . . s o . C . . . . g wge ...... 6. 3. 6. 3. 6 8 S H Da , S K . . . . D an ba . . l . B in k . .1 / r tt . t ...... 4 L L L o dB yar tP o . . . . . i n ...... 3 C u n a P . . . e . n . . . 8 o g , S 0 interest . . r H H u...... 1. 1 .3 .. . 11 5CL LC CLL B Bdy yo Pdo Pt C Caroo CtBo . . .l a . . s ...... g...... 1. 0 .. .1.. . 1. 306 Bi ng ce nd ub . . . . . C ar ...... 1 F ok ers es 8 or t un n ...... 9 .9 3 C CL LL o oP aky artol l lCaulla . s ...... 8 0 . .8. 08 rd ry , ra lis . . 5 LL R Z . . . . . S A , a C ...... B oa r l . B . .. . . s S o . C a m t . . t ...... 54C LLLCL oo oB-Bo-BrtstsBPa us aCgegonenllgae . . ..o . .o ...... 1 .028 CL , K Be an Bo hin . . . 5 od o: ...... 12 ll A nd e e ...... 94 . C LL B o o Crd y . ... . L B e y g . 2 b S mbe . . . L - t g . . . 3 a d . C A . AL B o C k . 1 ...... 4. 5 . .5 9 C CL L LL B oooBBooo ok-B RBo Blaldsa islCeas . . . e...... 0 3. .0. .3. 03 rig vin r, ra nto . . . 11 D am -L . . . . A ou To tre ...... 4. . . . 487 C LLCLLL oo Bko ko B B oeuoauss ssl aB s s. B ...... 1110 ht Hi Au Bo n . . . 9 ea pb ift- . . . . .6 PL Fa t Y es: et ...... 5 . 4554 5 CLCL C L BoBok BBouksuudnnn Bcnnnhu Byooo s. o .oBo ...... 2 1..2 . . .2 . Br Ba nk dre yn . . . . . MA r Z el Th . . 7 rm ou Elm dge . B o 1 ...... 5 . . . C LLLCL L oooBkooku ddid B danudi y y n . n. . k k . . o. ko...... 1. .1 .121 w by es y W ton . . . 09 Rod oo l . . e-F . .1 F o , Ju o wo . . . . . 848 54 L C P B Bk o RokRe eieddsde s . . . y...... k . . . . 1 ..1 . .1. . . .1 11 n B An . . o . . . . C : A . . la 25 iv r A d . . things in his . 7 CL o e . . . . y . T . . . 7. C L LL B ooBoReakas R iacs . B.i .es a ...... 1 .1 1. .1 1. e im . . od . . . . D am -L . p C e n H 4 87 . 8 C LL L oBokBksokps chchne acah . . . . b. .i ...... 2311 ar, al ...... 41 in p ift . . . Bo LL o Lit ima ind 7 CLCL CLL BBo oBos a oa knaannd . . . . Bh . . . . .e . . s ...... 11 .1.1 .1 .1.. 1.11 Br s, ...... SC os be -Th . . ok n tle ls, le C P P oooBkoktsndsd da B . . . a . . s . .k...... 6 .111 ow Rog ...... 6 Pa au ll . . e- . . . , the Mo DK y . P CP BoBoks os oitnlke in BBanSadtoab . . . . e . . .t ...... 2 . 3.2 ... .2 . 6 n B er . . . . . 8 ul S r R . . Fla . . . Fi B nke P . . EB B b . . . . 3 3 . o . v e u 6 oppB p ain a saF iiall BbieBipeabi es ...... 623 ea Pri . . . . . Do tric ar . . p B . . M e d, y bl 2 da B aon n BBn a s s ...... 6 .. . . . 6 r d . 6 k , . o . . L E s is BBo oat ndpd ad Sasaa s. kB. s . k . i. .e . s ...... 6 .6 .6. .6 , Er dy . . . 2 C Yo lan . . . ok . . A on ittle ile Ju hin r ot ttBletle StSntdto keeas . e. t ...... 6666 ic . . . . LL S u d . . , . . t M en mp g One-year-olds have established a tl o oo p t .t .k ...... 6 . . .. C . 1 u K & . . . C h C . e F FttillFeill pp S t o. . . . . e . t ...... 6 .6 6. . .6 ar . . . 09 C san no H . . . . . LL F e B on hr ing . . . ill l . F...... p...... 6686 le . . . R D S w en . . . 51 oo ed key ist . . . ily n . i. l l...... 6 . . .. 6 . .1 o he W rie . . S t , s e . and quantity...... 6 .6 . .6 . . 04 g a h tta . C Bo Ei J low ...... 5606 . . . CL gie & ich S . . . Fre ok lee um . . .1 ...... 6 . . . . L D s, T t . i n . 0 ...... 68 . 8 6 .1 .8 . 6 og S om On ric . . SS gh , D C pin . . . 9 3 . . . . . 3 2 k . t r h in people and ...... 638 gi an Sl e la 6 Fr T . S ri g ...... 5. 50 . 5. Do es, dra au Wi nd 8 P om rai eu ste ...... 0 0. 5 C n’ Sa B ght ll G . . . DM F H n, D ss low . . .1 3.1 .3 .1 3. 0 LL M t Le nd oynt er row . . ro ea on ...... a 3 .31 o t ra o . . ? . . m d a . . . . 41 20 33 W th Jo n . . , . 8 F H To ld . . . sounds and seeing a teacher’s mouth move. Do ille e y . . . . 5 u ea To Cre . . . . ps . n m Pig nto . . . . . zzy d e, w . . . . . ’t s . eo n ...... B To Er s ...... them, they begin to build the foundation for Tu . . n ...... ea To ic . . . . . rn . . . Dr ...... G r’s e, Ca ...... 53 Th . . ive ...... 110 CL Po Eri rle . . . . . e P . . . the . . . . . L tty c C ...... 7. ag . . . B . . . 5 SC Bo arle . . . . . 6 e, . . us . . . 3 G ok ...... 6-3 R . , . o . 6 ac . . . .12 C Do , Be . . . . . 0 he . . 5 LL G g nt ...... /he lle . . o G ley . .11 Bu . . . M Do o, D D . . . 1 rke . . . A Go g G r . aw . . 9 . . . . 6 S , D o Seu n . 4 . . . 1 ED G og , P D. ss . . . . . old , G . E . . . . .5 68 CL ilo o, ast . . L Go cks, P D. ma . . . r s S od ? . Ea n . . . . and not fussy, they will physically engage C . Go Do ? . . stm . . . . . od g, . . . an ...... G N Ca ...... oo igh rl, ...... d t M Ale ...... 54 u Nig oo xan ...... ht n, dra . . . . . 113 Mo Ma D ...... rr o rg ay . . . n, M are ...... 67 ar t W . . . . . ga ise . . . . . ? o re ? t Br . . Wis ow . . 28 APL1.1a e n a B . . undi row . . 6 no n . . 0 . .1 07 IND the IVI r chil ngs D DUALIZ d . . CLL1.0a P E YOUR ways of using materials or HY DEVELOPMENTSICAL AND TEACHI to reference self when brief conversations and P ready for daily activities. HY N SIC G Geo simple counting books read aloud. AL – Material: .080 white one side rgia Earl and explore their environment. Exploration D EV MOTO and verbal communication . y Learn in sequence from memory. One-year-olds ELOPME ing an regular sleep schedule and generally wake R SKIL N g d De MO T AN LS | P el velopm five in sequence. D d ent TOR SK DM s.de Standard ILLS | PD cal.g s M Infa a.gov another child. nts are a a CLL1.1a INDIVIDU nd ges ble to un with teachers by grasping, rolling and later Looking at a person who is talking is key tur One-year-olds are listening and watching A es de MA1.0a LIZE Infan than t rstand m Res YOUR soun ts lea hey a ore word ponds TEACHING ds a rn abou re able to during Observes si Loo nd seeing t spe s to language initiative and self-direction. – ec pr king at a a teac h by oduc conve m perso he hearing e . stories or ot rsatio finger-plays ple to language ndev w r’s mo ns, songs songs ho is t uth mo h numbers and that quantity o will hear the teacher counting, then mimic a One er experiences r through the five senses – hearing, taste, t lking is keyve . up ready to engage in activities. They still , inv Drawing#: TEB3206-3 h eir el -ye olv MA1 INDIVI enviro opment . ar-old e DUA nment s are listeni . Infants .1a LIZE YOUR TEACH . an sh Imit interacting with others. ng d f ould . and watch inger-pla hea ates rote co their environments to make meaning from r 11-18-14 cou group discussions. IN in sim ys d n completing tasks. G – g ple coun aily a ting so using nu u crawling toward people and objects. s wel nt ting l a ngs ing Two-year-olds can typically remember and Job #: books r s listen Rote co mbers . ead t unting mean to language development. o MA1.2a aloud . in seq Two-year-olds are generally sleeping will uenc s sa IND h e from yin Recit touch, sight and smell – helps toddlers learn IVI ear t m g the DUALI the teachehe teach emor num es numbers up to ZE YOUR TE e y . One bers the teacher’s actions, repeating some r’ r counting, t -ye fi need a consistent schedule, with one A 80 pt base and cover tray s ac wrapsar-olds ve in s CHIN tion 2) F G number s, re hen m Two-year e or a 12-mo – s in se peating imic quen nt quence som -olds can t ce . h old child who . e say the num ypically r what they see and hear. They learn Bright IDEAs cards has ber em ma s in ord ster IND embe through the night, usually about 12 hours. ed er r a the IVIDU up to nd say the numbers in order up to five. Revised: 03-09-15 12-24 AL five months skill 1) IZE . If a 24 YOUR , intr -mon TEAC As two-year-olds grow, they actively explore t HI about their world. These experiences are odu 2) h-old NG ce t For a 1 child is struggling – w Die#: he 24-3 2-month Let skill Two-year-olds are beginning to listen 6 mont old level, not chr Two-year-olds learn that they are hs skill child ith on who the 12-24 onologic the right has ma months al age, be y language when participating in songs or st numbers in sequence. . ered the skill, ou 12-24 m guide h r guide or two daily naps. onths im/her in in They engage actively in the daily schedule. Activity cards introd skill, i ma ucing ntrodu stering skills ce the the 0- to c 24-3 12 monthshil skilldren. on 6 months Two e enhanced by adults creating meaningful and participate in conversations and group xa their learning environment. Two-year-olds mples: separate from others. They learn ways to skill on the the left. right. when being read books by observing how BRIGHT Activity index cards IDEAS 11-18-14 #1  are learning that materials can be used in BRIGHT IDEAS PHYSICAL/MOTOR communicate their new independence activities for toddlers to safely explore The adapta activities. For short periods of time 0 -36 mo nths tions noted here adults and peers around them interact. he Book title index cards lp ensur e t hat ch new ways. They use inventive approaches ildren wit (1-2 minutes), they can listen to books APPROACHES h nonverbally. their environment. Wants and needs become more clear to Geor gia Ear ly Le arnin g g and elds Develo pme being read or play simple games. Actively .d nt St ec andard al.ga s Need more .gov teachers as one-year-olds learn to say words. TO PLAY #1 to problem solving. 0-36 choo mo se th TeacherToolboxes? for e dom nths Material: .080 white one side y a our act in BOOK INDEX ivity observing and imitating words from the Ge org ia Ear ly L earn ing an ge d Deve lds. lopmen Act d t Sta iv eca ndard ity N SS C l.ga. s ame Dom D Children’s Ag gov ain SC CD A Boo re Yo C k Ti CR CD A u Rea ard # tle, Aut AND LEARNING | APL C re You…? dy? hor Name P e: ...... Doma Order them at 0-12 Art A . . . in A D 12-2 dventur . . . Act oma 4 Art R es . . . . 25 ivity SC Drawing#: TEB3206-3 24- eview ...... Name environment adds to their rapidly increasing in 3 . . . . . MA : PDM 6 Art Show . . . . . 20 MA 10 Li C APPROACHES 36-4 ...... A ttle Fi ard # 8 A . . PL B SED sk A ...... 5 all Dr Geo A Ci sh 48 . . 1 C rgia Ea , Au -6 w ...... op ard rly L rc A 0 ay . CP B . # earning le Her dr Do r ______P . . . . all Fu . and e m g . . . y Wo ia L . . . 18 . . ge Dev SC M ain E . . n . . Domain ld elopme y B e, arl . . . s nt A od y CLL . . . . AP . . . .de Stan oar Doma B L . 1. Ball in t . . . . . dar Square There: . . ook T ea CD . . . . 20 L . . ca ds d https://custompoint.rrd.com/ r . . l.g C A G Boo . . . ni . . . . A a LL in it ng . . . he C . . ct .gov r le an MA CP B . . ivit and k, . . BCook , A d C 5 all Play an . . . 89 D . . . P1 u D D 3 . . y N O avid th ev ______. . . . am S A Mon ld Tit or elo . . CR ED Tree, Diehl . . le, Au N p S SC B ...... e 109 a m S CD B- all P . . 3 CP1 PDM Br me en I- . . 8 ster ownt Bea t N- . . . . M . . . . hor Na INDIVIDUALIZE YOUR TEACHING – INDIVIDUALIZE YOUR TEACHING – INDIVIDUALIZE YOUR TEACHING – INDIVIDUALIZE YOUR TEACHING – S G-O la . . SC A Sandwich, tan SC CD y . . M R ar d CP B ...... Bea a y New . . INDIVIDUALIZE YOUR TEACHING – A ar Ba . all R 13 inbow BrownS Buzzy’ me d . . . 0 r Hunt C . . PDM ED r, Br s a Ba o a TO PLAY CR CD a Black Sheep ...... SC B ll . . . . SE Bea . . rd # AP A Tree Is a Plof Jo ell De . . . Be s B own B Ba all R . . . . 4 D . . L My y C p 90 arBye oo ______CP bble B ol . . . . . 1 rs in . . . . Own owley alma SED Buzz , B r Boo, ear, Card ack SC B l ...... 126 PDM Bedtim a Ro . . . . CR All By , . . y’s B Byowen T B H Bill M # ...... 117 alls Galore . . . w . . . . . Myse ant, Don Freem . . . . 116 Bye oo Boo, ime,ear arri Cartinard # . . . . SS . . . . CLL Bedtim e Beethov ...... 12 C A Clyde R . . B , ElizabetBi et Zi Jr Domain . . Balls . 112 . 1 LL ni lf, . . . ye C Har ll M ef . G . . . . 63 ...... ma M a 6 Time ar ert . . . . . eorgi 80 pt base and cover tray wraps . . in a B . . e ob n 7 riet Doma a E vocabulary and communication skills. . . e S en l rcer M tin Jr . . . arly ______...... A e . SE Ziefer h Ve Boo Geo Le . . SE rt Bu . . . , r a ______. . . AP B ...... 13 Belly tories . . . 8 A ction, D Elizab . . . ?? in gia E rning . alls owl D 5 nimals on the Fa r k ar a ____ . 5 L 4 . ay . . C di ...... T ly Le ge nd D . . . 6 Bu . . . lla ck B it ar e , Balls, B ...... Gr e . . 19 eth V t . ook le ning lds velopm M ttons . e r . . . . . S Calm Down T . . . . ?? . . . PD , Aut g and De .dec ent . . . . SE B 10. A Bend a . . . 22 SC C g an C e . . . Ti el velo Stand . . .122 D anan 2 ...... hr . . rdick . . 4 M t h ds.deca pmen al. ards . . . . alls . . istoph d ...... le, o t Stan a Muffins . . . . nd Str . . S 11 . . . A r Name dar ga.go . . . . . CP . . . CLL Big a ...... e teve . . 6 Calm DownCars Time, a ...... PDM. S Doruth l.g ds ______. . 63 Bang, . . . . 114 n etch 1 Are Yo r Hern rm, ...... ime, . 4 25 C a’ or Na a.g v DECAL _____ . . . . . Ba . . . . . PDM d Litt . . u and ...... 44 Ric nd El . . . SC Dora’s Pott s Pottyme Book, ov . . . . 121 SC Bang, ng G ...... 97 Big An le . . . . 52 SC Judy a Butter ez . . CarsPDM and Truckshar andTr Tucks a izabet 25 Down Comes ______. . . . . Ba o the Po . im ...... Allen . . . . . 12 d S h Ve ...... AP Bangin ng, . . 47 MA Big Ar al Bo . . 23 S A & Tu fly? . . 3 RicharCLL Cla Ecarrylizabeth Vernd T rd Dow y Book, Mel C ...... 35 L Bang ts . . t . ok . . . . . ED re Yo dor Hum . . . p Yo . . . hings ick n Co Melissathe Ra iss ard ______. . . . . M B ’ Bottles ...... MA Big B ...... u L . . MA d ScarryCl ur Ha . . . That G . . . . mesE a To Card # # ______...... 43 A arnyar . . . 31 o ...... 81 SE Are You Myiv ing?, . . . . . Clap Y ea . n Up Time,hingsn dick . . . . . P the R T in, rres 1) If a 24-month-old child is struggling with the 12-24 months skill, guide him/her in mastering the 0-12 months skill on the left. 1) If a 24-month-old child is struggling with the 12-24 months skill, guide him/her in mastering the 0-12 months skill on the left. 1) If a 24-month-old child is struggling with the 12-24 months skill, guide him/her in mastering the 0-12 months skill on the left. d 1) If a 24-month-old child is struggling with the 12-24 months skill, guide him/her in mastering the 0-12 months skill on the left. 1) If a 24-month-old child is struggling with the 12-24 months skill, guide him/her in mastering the 0-12 months skill on the left. 1) If a 24-month-old child is struggling with the 12-24 months skill, guide him/her in mastering the 0-12 months skill on the left. 1) If a 24-month-old child is struggling with the 12-24 months skill, guide him/her in mastering the 0-12 months skill on the left. AND LEARNING | APL ...... x . . . . D pri . . s, ...... 21 EDM orr Fr . . . . . CP d Dance . . . MA B ...... L es 5 our H . . Lorin o, ai es ankli 1) If a 24-month-old child is struggling with the 12-24 months skill, guide him/her in mastering the 0-12 months skill on the left. . . Bask . . . . .126 ig Do 6 a . 1 C Cliffor . . That . . . n, ...... 55 et Ball g . . . . 7 Are You My MotherM ura Pu . . . . . CleR ands, . . . . da . . . PDM C El Frank . . . . n M ...... SC Ba ...... MA Big o . . . . . oth rdie an Up Time d TheLorinda B Bry. E. l.iz . . . . . GBo,ryan 2 .1 . LL mo lin M . . . . Bran . .5 . . . . . 119 sket Ba . . . 102 r ...... 9 er?, Sa . . . CliCL Co abe C . . . Elmo ’s Bo Br. . . . .5 ley ______...... CLL B Little? . . . . P D. . las . . . 11 ffLor lor, Zoo, ig Red th Ve auley C. 113LL ’s B Eye o B anley . .108 . . . . . 28 MA Basket Playll ...... 41 ig Sna . . . .81 B Eas . . . 0 CR d T Con Elizabeth Lo Ver an D rd. . i.ck . . . . . oo s, Nose oo Boo . .10 ...... ck . . . ?, P tma . . CLL Color Zoohe Bstr is Cauleyog, .113 . . . Eyes, A FiBoo B k 8 ...... SC Bask . . . .91 MA Big Tr , Lit ...... 8 CLL D. . E n . . . . 110 ig Reuc Ehle No . . 8 N rst B , Fing , Se . . . . 25 . . . . tle Snack . . 1 a 110 Cordu tion Zo dickr r. man . . . o ook, sam Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: . . . . et T ...... uck . . stm . . . Constr , Lo d Dog, t . . . . . A Fir se, o ers, a ...... s Ba a CR . . . . Br. . 69 Finge ok Sesam e S Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: SC Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: ______...... 10. APL Baster oss ...... 127 Bingo . . . . . 86 CR by n . . . 26 is Erhlertoy, neNorma . . . . .8id st B All About You,nd treet ______...... 5 G ...... Bottle Co ...... Fa 110 . . ucti D o , Tan ...... well ooF rs, and Toee Str Toes: E decal.ga.gov . . APL Bath T am . . 10. SS Bird Feeder Fun . . .8 SC Ba ces, . . . Cordur on Z . . n. .Fr na BridwHoba . . . 69 . . . . . 81 k All eet E lmo decal.ga.gov ...... 124 e . . . . . 2 1 b M 3 D one, e. SC About . . . _ . . . im ...... unting . . . . y Fac arg 26 3 oy, Tana .e . m. . an. . . . . nell . . F s: J lmo 4 ...... SC Ba e . . . 7 APL Birthday . . . . 59 APL Baby To es, aret CLL Don Fr ...... 8 . . . . 12 You udy Hind . . .4 ...... 132 th Tim . . 5 . . . . . DK Mille D eem Hoban . . . 1 SC2 APL Farm or , Judy ______. . . . . SE Ba e ...... SED Blo Party ...... 78 uch Pub r . . . 3. 3 De an ...... H ley ...... 103 D th-T . . . . 105 ck Building ...... CLL Barn and lishi . . CL ar Z . . . . . 122 AP67 Farm Fiv Anima indley . . . . . ime . . . A Blo . . . yar Feel ng . . . . . L C Rod C oo: ...... L or Ani e Li ls, . 62 . . . . .123 PDM Bea Baby . . 40 PL w K 109 C Ba d D ...... DeLL A-Li . . . . . 67. 125 F ttle Mo DK . . 62 ...... ch Ba ...... isses ...... LL rnya ance, , DK P . . 5 ar ampbell ft-The-Fl . . CiLLve Li on mathels, nkey Publi . . . PDM Bea ll Feelings . . . 4 SC Blow t . 95 rd San ubl . . . . 5 Zoo:De A-Li . . . ttle Bed DK P shin 2) For a 12-month old child who has mastered the 12-24 months skill, introduce the 24-36 months skill on the right. 2) For a 12-month old child who has mastered the 12-24 months skill, introduce the 24-36 months skill on the right. 2) For a 12-month old child who has mastered the 12-24 months skill, introduce the 24-36 months skill on the right. 2) For a 12-month old child who has mastered the 12-24 months skill, introduce the 24-36 months skill on the right. . a ...... 56 ch Ball Fun . . . . 2 he Bu . . . . . SC Big Hun Danc dra ishin . . CLL Rod Cam r Zoo . . . ap Book, 125 CLL on Fi Mveonke , Eublis s Jump g . 2) For a 12-month old child who has mastered the 12-24 months skill, introduce the 24-36 months skill on the right. Pe . . . PDM . . SE B ...... e, Boy g 119 M Rod Cft . the Li ile h . . rmanent ...... 13 Bea ...... 10. 5 D lowin bbles 47 Bi gry San nt . . . DeA pbell -The: A-Lif . . . Bed ttleys Monkeys Jumpingen C ing ing . . . _ . . . . nbag T . . . SE ’ in t . . . SC rds, Bea dra on . . . . 109 ar . . ampb -Flapt-The-Fl . . . . . MFiAve on, theEileen Chr hris ...... mark ...... SC Bea oss ...... 3 D Body he . . . 28 Kevin r, Au Boy . . Zoo:Din A-Li . . . . ell Book, Litt telo . . . . .109 ers w 82 nbag T . . 3 Chalk Wind . . . . C Bri Hi drey nton . . . M Rod Cam osa ...... ap . . . . on the BleFo MonkeBed, J w ...... ork PDM Beanbag . . . . SC Bo Dr . . 3 LL ght nk Wo . . . . . 41A S Pau ft-Theur Roar, . . Boo . . . MA CLL ot B Eiistleenelow Chriump . 109 best . 82 oss . . . . . 1 dy Lingo awing . . . . 6 Ba es . . od . . . C pbelll Stri ...... k, . . . o ys . ing . . . for wr ...... SC . . . . Bro by Animals, ...... Dinosaur Roar . cklan-Flap ...... CLL51 SCFoot BooeFrd, E ok, JDrumping ...... itin APL Bea Tos . . . . . 2. Body ...... 108 wn Bea . . . 68 Do Yo . . . . . B ...... eigileenht Tra Chris . Seu ste 4 g on t .4 r Cav s ...... Part ...... SC Paul S d & Henriettaook, St . . . . . s low 1 hese c C Bea e ...... SED Bo Co . . . . 3 r, B Roger . . . . C tr Su , u Know Whic ...... 51 . . . . SC SFreS Frk,o Dr in, telows ...... 4 ard 78 LL r Hunt ...... 15 dy Par llage . . . . 0 rown Bear, Pr . . . 62 LL icklandsa n& H ight m . HSeuss Donald ...... 1 s M . . CLL Bo ts ...... idd . . Do Y She r 68 PDMF TraiFrom ead ...... A Bear ...... 113 o-B Class ...... 21 Eric C y . . . .109 CR ou KnowDoggies,e a & To h O . . . . icklan SS rom H n, Donald ToCrews . . T . . . . Crews ...... 53 Hunt . . . CLL oo Bunny Boo . . . CLL Susan Shea & Tom nriett m S ne Will Grow?, . . . d. . . ead To HToe,ea oe, ...... Bea ...... 9 Book B k . . . .111 arle . . . 10 C D Whi San a St lau 68 . . PDM Fro Fuz d To Eric C ...... 53 . . r Hunt ...... uddies ...... 4 DoggieLL oggi ch Onedra Willrickla Gght . . m H zy Be Toe, . arl ...... 76...... 4 CLL Book . . . . .111 . . CR es, S Boynt nde .r . . . . 85 Fuzzy Bear’sead To Pot Toear’s Er ic Carle Eric . . . C . e ...... 5 Reach ...... 62 s, Don’tSandra Bo Slaughterandr o . . . Potty Book, ...... 7. 6 . 6 . . . . CLL Bo . . . . 23 CLL Doggi Let the a J rown ...... G , E . . arle . . . . . 0 . . . 54 oks and Ba ...... CLL e Mo W o yn. . . t ?, . . 85 . . C ric Car ...... 6 ...... CLL Bo ...... Don’ s, Sandraillem J yntonPige o n. . . . . 110 GLL ty Boo le Be ...... 0. . .111 87 oks in a Basketbies . . . . 66 t Don’ s . . . on ...... ntle . . CP . . Let t t oy . . . . D. r ...... CLL SC Go Do k, Bentley . . . y Dawn .111 . 9 Bop and S . . . . . 66 CLL Mo Willemshe PigTur nton . . . . . i. ve . . th . . 11 . . 53 g . . . . 4 . . . . . e n The Pag ...... e Bus, 0 . . . CG Go Dog Go, Go, Dawn . . 94 . . . . Bot top . . . . . 66 Don’ . on Dr ...... 12SC5 LLo Dog G Dr . S .5 tle Fill ...... t Turn The . . .Page . . . ive e, ...... 53 euss ...... 6 . . . . the BusRach . . . . . CL MAGo Dog Go,o, DrD P ...... 5 ...... 8 . , elle Bu .125 . . L o . gSeuss D . Eas . . 50 ...... r . . . SEDGo, Dog, GoldilGGo,o , Go, . . . tman . . . . , R . ke . . M61A , P D.oc . P D...... achel ...... G Ekass, . Eas ...... 133 le Burk . . 6SE CGLLol oo P ?tm? an. . tman ...... e . 61 8 D diloc d D D. og, . E Ca ...... 54 ...... SGC kGso, astma ...... 6 CLL ood Dog, od?? . Ni . . . rl, nAle . . . . . 5 .4 . 113 8 Good gh t. . . xan ...... SC Good Ni Car N M . oo...... d. ra. . .D ...... 113. . . . 67 l,ig Alexht Mo n, Margare ay. . . . . Go ght Moon, andr ...... 6. . . . od Ni ona, DaM t Wise . . Bro . .7 . ?? ght Ma ayrgaret . . . . . W ...... Moon, rgaret .w?? 28 Ma Wise Brownis . e . . . n . . . rgaret W Brown28 60 ise Brown ...... 60 .107 . . . .107

gelds.decal.ga.gov Job #: D Revised: 03-09-15

SOCIAL AND EMOTIONAL

SOCIAL ANDDEVELOPMENT | SED D EMOTIONAL DEVELOPMENT | SED Die#: 11-18-14 PHYSICAL DEVELOPMENT AND PHYSICAL DEVELOPMENTMOTOR AND SKILLS | PDM MOTOR SKILLS | PDM Bright IDEAs cards Activity cards Activity index cards Book title index cards Need more TeacherToolboxes? Order them at Drawing#: TEB3206-3 BRIGHT #1 #1 custompoint.rrd.com/DECAL IDEAS  0-36 months 0-36 months BRIGHT IDEAS PHYSICAL/MOTOR My Activities ACTIVITY INDEX BOOK INDEX #1 The adaptations noted here help ensure that children with 0-36 months disabilities receive learning opportunities and experiences Teacher Name:

that support their unique needs. ______Domain Domain Activity Name Book Title, Author Name Common Card # A Domain A Card # Challenges Activity Name Domain Environmental SC Book Title, Author Name Georgia Early Learning and Development Standards choose your children’s APL Difficulty grasping Adaptations A Bird in the Window SED Card # 10 Little Fish, gelds.decal.ga.gov age range SS Are You Ready? Domain MA Audrey Wood or manipulating Georgia Early Learning and Development Standards A Circle Here, CP1 Georgia Early Learning and Development Standards Children’s Age: A Butterfly Garden . . . . . SED Activity Name Georgia Early Learning and Development Standards ...... Brown Bear, Brown Bear, materials Maintain proximity to provide support to the child as he/she explores the SED 42 Are You…? ...... A Square There: Card # gelds.decal.ga.gov A Calm Breeze ...... CLL ...... 25 gelds.decal.ga.gov My Board Book, 109 PDM Domain gelds.decal.ga.gov environment. 0-12 choose the domain SC 101 Art Adventures MA Card # SC David Diehl Buzzy’s Boo Boo, Bill Martin Jr Book Title, Author Name 12-24 A Grand Old Tree ...... SED 20 Ball Drop Domain A Grand Old Tree, SED Daily Schedule or 24-36 for your activity SED .21 Art Review ...... APL Activity Name CLL ...... Bye Bye Time, Harriet Ziefert . . . . . 36-48 A Hand to Hold ...... CR ...... A Monster Sandwich, Mary Newell Depalma ...... ?? Difficulty Materials Adaptations 48-60 APL Art Show 51 CP Ball Fun SED 90 Elizabeth Verdick PDM Domain: A Necklace for You ...... 116 CLL ...... 89 4 Dora’s Potty Book, Card # accessing or PDM SED Ask Away 18 Ball in the Can CR Card # A Rainbow of My Own, Joy Cowley . . 116 C ...... SC Place toys on a variety of shelving levels and on the floor SED 23 APL Bear Hunt SC playing with toys/ Provide materials that are easy for the child to grasp using the palm APL CLL A Rainbow of My Own ...... 120 Ball Play ...... 38 MA A Tree Is a Plant, ...... 25 Down Comes the Rain, Melissa Torres so that the children can easily reach them. CLL CD Children’s Age: 47 CP ...... APL Don Freeman 67 SED ...... materials (palmar grasp). Examples are small blocks, large crayons, soft rattles, CD ABC ...... 53 Ball Play 130 Bears in a Row Clyde Robert Bulla Calm Down Time, Franklin M . MA CD CLL .19 B SC ...... SED 121 All By Myself, . . . . . 19 SC E 5 soft books and small soft baby dolls. ______SS CD 0-12 Act It Out! Ball Roll 41 Bedtime Beethoven ...... CR Mercer Mayer Cars and Trucks and Elizabeth Things Verdick That Go, Branley SC CD 12-24 SED ...... 65 CP ...... PDM 85 Animal Action, ...... 108 CR 24-36 Action Book CR Ball Roll 126 Bedtime Stories ...... CLL ...... 116 Richard Scarry ...... PDM CP 36-48 PDM ...... B-I-N-G-O SC ...... CLL 22 Animals on the GregFarm, and Steve 21 Elmo’s Boo Boo Book, Difficulty sitting, 48-60 Action Songs 49 CLL ...... 112 Belly Buttons ...... 44 PDM ...... CLL ______Domain: PDM Baa Baa Black Sheep Balls Galore SED Christopher Hernandez ...... Clap Your Hands, standing or Facilitate play by modeling the toy’s function, for example, rolling a PDM Activity Cube ...... 24 CLL SC ...... 134 Bend and Stretch ...... 1 123 CLL Eyes, Nose, Fingers, and Sesame Toes: Street Elmo Be sure that all furniture is stable for use as the child pulls to stand and ball, or pushing the button on a cause and effect toy. Assist as the SED SS Babble Back 117 Balls in a Bowl MA SC Clean Up Time, Lorinda Bryan Cauley moving around APL Adopt an Animal ...... 8. CR . . . . . SS ...... 102 Big and Little ...... 52 Are You a Butterfly? ...... MA 113 A First Book All About You, . . . walk. child performs the function of the toy by gently placing your hands CLL CD APL Baby Band ...... 63 Balls, Balls, Balls CLL Clifford The Big ElizabethRed Dog, Verdick . . . . . 4 the classroom ______MA CD All Aboard ...... 2. CLL APL 114 Big Animal Book ...... 23 Judy Allen & Tudor Humpries CR 8 over his/her hands and guiding him/her in making the movement. ______SS CD APL Baby Bumblebee ...... 56 Banana Muffins ...... PDM SC 51 ...... Judy Hindley SC CD All By Myself ...... 97 CR SED 97 Big Art ...... 81 Are You Living?, Color Zoo, Norman Bridwell 69 F Difficulty using CR CD APL 122 Bang, Bang Go the . . Pots...... MA ...... SED ...... CLL Lois Ehlert . . 62 CP ...... 41 APL Baby Bumblebee ...... CP 67 Laura Purdie Salas Construction Zone, ...... SC feeding utensils All Of Me 63 Bang, Bang, Bang 47 MA Big Box Are You My Mother?, 110 CR . . 81 Farm or Animals, ______MA ...... 44 Baby Drive-Away ...... SC ...... 9 SED . . . . . Corduroy, Tana Hoban ______And Then We… APL 121 Bangin’ Bottles ...... 31 Big Dog Are You My Mother?, P D. 122 APL Sit near the child during feeding times to support him/her when using Be flexible in positioning to encourage the child to sit in a manner that CR 47 Baby Emotions ...... APL MA ...... 81 . Eastman 110 Don Freeman ...... 67 Five Little Monkeys DK Jumping Publishing is most comfortable for him/her. This may mean adapting equipment Animal Action ...... CLL 35 Barnyard Dance ...... 126 Big or Little? ...... utensils. Provide hand-over-hand modeling then prompt the child to try. APL 84 Baby Faces ...... MA MA ...... 81 P D. . Eastman 26 D on the Bed, so that it properly supports the child. With parental consent, consult ______Animal Action Song ...... CR ...... 102 Big Snack, Little Snack B ...... CLL 109 Give positive feedback when he/she uses the utensil independently. ______CLL . Baby Faces 43 CP Basket Ball CLL 33 125 Eileen Christelow with a professional before making any adaptations to equipment. Animal Actions ...... 123 SED ...... 41 Big Trucks 86 CLL CLL Five Little Monkeys Jumping SC Baby Love ...... 55 Basket Ball MA . . . . . Dear Zoo: A-Lift-The-Flap Book, ...... Difficulty Animal Actions ...... 38 SED SC ...... 91 Bingo Bottle . Counting ...... 81 Baby Faces, on the Bed, CLL Baby Sleep Sounds...... 119 Basket Play SC CR Margaret Miller Rod Campbell MA Eileen Christelow 41 accessing Throughout the day, provide practice opportunities to the child for ______Animal Antics ...... 50 SC MA ...... 127 Bird Feeder Fun 59 Baby Faces, CLL Foot Book, Move outdoor materials to be within reach and stay close by. To assist ______SC 28 Basket Toss SS . . . . . SC DK Publishing ...... Dear Zoo: A-Lift-The-Flap ...... Book, ...... CLL materials/ grasping utensils and bringing them to his/her mouth. Snack time is a ...... 104 CR Baby Splash ...... SC ...... 102 ...... 78 Baby Touch and Feel, Dr . Seuss ...... the children who have difficulty accessing outdoor equipment, provide Animal Picks . . . . 25 Baster Game APL Birthday Party ...... 55 Freight Train, ...... 53 equipment natural practice time. In dramatic play, you can also encourage him/her CR ...... 52 Baby Talk ...... APL ...... 109 APL Rod Campbell SC Donald Crews physical support. For example, you can slide down the slide with the ______Animal Sounds CP ...... 105. Bath Time ...... 75 Block Building Barnyard Dance, DK Publishing 119 MA ...... 51 From Head To Toe, outside practice with pretend food. ______PDM 110 Baby Talk APL ...... SED ...... 95 CLL Dinosaur Roar, SS ...... 76 child in your lap, or place the child on the slide and help him/her go Animal Tracks ...... SC ...... 124 Bath Time 105 Blow Kisses Barnyard Dance, Sandra Boynton . . . . . From Head To Toe, Eric Carle PDM ...... 124 Baby Wash SC APL ...... 47 CLL 109 Paul Strickland & Henrietta Strickland 60 down while keeping your hands around his/her trunk. Anytime or Sometimes? ...... CR ...... 132 Bath-Time Baby...... 40 Blow the Bubbles Big Hungry Bear, Sandra Boynton ...... SC 68 PDM ...... ______PDM . 13 Baby Wash SED SC 28 SC 41 Do You Know Which One Will Grow?, Fuzzy Bear’s Potty Book, Eric Carle 111  Maintain proximity to the child while outdoors to give support when ______Applesauce Fun CLL ...... 103 Beach Ball Feelings ...... 42 Blowin’ in the Wind ...... Birds, Audrey Wood ...... G APL . . . . SED eo Back and Forth r PDM 36 Kevin Hinkes 68 Susan Shea & Tom Slaughter . . . . . gia E accessing equipment. When possible, assist the child in completing Are You Crying? ...... 6 PDM 105 Body Chalk Drawing SC ...... Bentley Dawn 94 arly Lear IDEA is an acronym for the Individuals with Disabilities Education Act, a law ensuring services to children with disabilities throughout the nation. IDEA governs how states 123 Beach Ball Fun ...... CLL 85 G SC Balance Beam ...... PDM ...... SED 108 Bright Baby Animals, ...... 62 Doggies, . . . . ning and D and public agencies provide early intervention, special education and related services to more than 6.5the million activity eligible safely. infant Fors, example, toddlers, if children the child and wants youth to slide,with disabilities. place him/ Are You Living? ...... 6 MA 33 Body Lingo CLL 5 SED Balancing Act ...... 56 Beanbag Toss ...... SC . . . . . Brown Bear, Brown Bear, CR Sandra Boynton ...... CLL ev ______43 PDM . . . . 30 Roger Priddy . elopment S her near the end for a shorter ride and securely hold his/her trunk. use the spaces above and on the back to make note of Are You My Mother? ...... MA ...... 1 Body Part Collage ...... 109 Doggies, Go Dog Go, Balancing Pictures ...... 13 Beanbag Toss SC ...... CLL Sandra Joynton ...... 110 SC tandar activities you created that worked well with the children you teach 110 PDM SC ...... 2 Body Parts Class Book ...... 21 Eric Carle .104 Don’t Let the Pigeon Drive the Bus, Go Dog Go, Dr . Seuss ds . . . . . Ball Chase 82 Beanbag Toss SED ...... 53 ...... 33 MA ...... PDM Boo-Boo Bunny 111 . . . . . Mo Willems CLL P D. . Eastman ______...... 82 Bear Cave ...... 15 CLL . . . . . 62 125 Go, Dog, Go, Ball Count APL ...... 111 CLL ...... MA ...... 54 ...... 4 Bear Hunt 113 Book Buddies Don’t Turn The Page, Goldilocks, P D. . Eastman CLL ...... CLL ...... 23 ...... 67 113 78 Bear Hunt 9 Book Reach SED ?? ...... MA ...... CLL ...... 66 Rachelle Burke 61 Good Dog, Carl, Bear Hunt 45 Books and Babies . . . . CLL CLL 66 68 Good Night Moon, Alexandra Day ...... 54 Books in a Basket ...... SC ...... ?? CLL 66 Good Night Moon, Margaret Wise Brown Permanent markers work best for writing on these cards 87 Bop and Stop . . . . 28 CP ...... Bottle Fill ...... 68 Margaret Wise Brown . . . 60 ...... 50 . . . 107 133

decal.ga.gov Georgia Early Learning and Development Standards gelds.decal.ga.gov <<---Grain--->> General 33/ 14 64 5 /64 32 231 /4 325 #1 /64 Bleed 1 23/4 Use the cards for lesson planning Teacher Toolbox 22.247 57 Refer9 /64 to the cards for developmentally BRIGHT BRIGHT IDEAS PHYSICAL/MOTOR <<---Grain--->> Teacher Toolbox IDEAS Activities17 based on the Georgia Early Learning and Development14 Standards33 The adaptations noted here help ensure that children with /64 / appropriate activity ideas in all learning domains. Georgia Early Learning and Development Standards decal.ga.gov #1 disabilities receive learning opportunities and experiences gelds.decal.ga.gov ds 64 t Standar 4 velopmen De ng and Learni a Early Georgi 57 gelds.decal.ga.gov /64 8 0-36 months that support their unique needs. Bleed Post production die cut 185 Common Environmental Daily Schedule or /8 2 Challenges Adaptations Materials Adaptations Difficulty grasping Maintain proximity to provide support to the child as he/she explores the Provide materials that are easy for the child to grasp using the palm or manipulating environment. (palmar grasp). Examples are small blocks, large crayons, soft rattles, materials soft books and small soft baby dolls. WEEK OF: Difficulty Place toys on a variety of shelving levels and on the floor Facilitate play by modeling the toy’s function, for example, rolling a accessing or so that the children can easily reach them. ball, or pushing the button on a cause and effect toy. Assist as the Post production die cut playing with toys/ child performs the function of the toy by gently placing your hands INDEX CLASS: TRANSITIONS / ARRIVAL / DEPARTURE materials over his/her hands and guiding him/her in making the movement. YOUR OWN ACTIVITIES Activities17Teacher based on the Georgia Early Learning Toolbox and Development Standards Difficulty sitting, Be sure that all furniture is stable for use as the child pulls to stand and Be flexible in positioning to encourage the child to sit in a manner that 4 BRIGHT AGE GROUP: OUTDOORS / IDEAS standing or walk. is most comfortable for him/her. This may mean adapting equipment COGNITIVE moving around so that it properly supports the child. With parental consent, consult 64 Cover:COGNITIVE 8-57/64 x 4-17/64 x 2" DEVELOPMENT C0GNITIVE DEVELOPMENT the classroom with a professional before making any adaptations to equipment. PROCESSES | CP SOCIAL STUDIES | SS MEALS & SNACKS

COGNITIVE COGNITIVE THEME: DEVELOPMENT Difficulty using CREATIVE DEVELOPMENTWrap: 14-33/64 x 9-57/64" 8-17/64") Sit near the child during feeding times to support him/her when using Throughout the day, provide practice opportunities to the child for Georgia Early Learning and Development Standards MATH | MA  DEVELOPMENT |gelds.decal.ga.gov CR feeding utensils grasping utensils and bringing them to his/her mouth. Snack time is a utensils. Provide hand-over-hand modeling then prompt the child to try. COGNITIVE COMMUNICATION, DEVELOPMENT LANGUAGE Give positive feedback when he/she uses the utensil independently. natural practice time. In dramatic play, you can also encourage him/her SCIENCE | SC AND LITERACY | CLL Liner: None practice with pretend food. EXPLORATION & PLAY APPROACHES57 8TO PLAY AND LEARNING |/ APL Difficulty Move outdoor materials to be within reach and stay close by. To assist Maintain proximity to the child while outdoors to give support when SOCIAL AND decal.ga.gov Blank: .080 w1s (12-57/64 x   EMOTIONAL 64 accessing the children who have difficulty accessing outdoor equipment, provide accessing equipment. When possible, assist the child in completing DEVELOPMENT | SED materials/ physical support. For example, you can slide down the slide with the the activity safely. For example, if the child wants to slide, place him/ 5 8 / PHYSICAL equipment child in your lap, or place the child on the slide and help him/her go her near the end for a shorter ride and securely hold his/her trunk. 4 DEVELOPMENT AND 8 MOTOR SKILLS | PDM outside down while keeping your hands around his/her trunk. SCHOOL

IDEA is an acronym for the Individuals with Disabilities Education Act, a law ensuring services to children with disabilities throughout the nation. IDEA governs how states Geo -All dimensions are given in inches 4 rgia E arly Lear and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities. -Bleed 1/2" ning and D evelopment S tandar -Manufacturing / Printing tolerance is +/- 1/16" ds 5 GELDS: /8 57 ards 8 Georgia Early Learning and Development Stand 9 1 gelds.decal.ga.gov Activities based on the Georgia Early Learning / GELDS: 22.247 6 / and Development Standards 64 2 2 decal.ga.gov GELDS: Material: .080 white one side Base: 8-5/8 x 4 x 6-1/2" ADAPTATIONS Bright IDEAs cards provide general GELDS: Wrap: 23-1/4Cover: x 8-57/64 18-5/8" x 4-17/64 x 2" 5 /8 Wrap: 14-33/64D x 9-57/64" side STORY TIME (list book titles)

D Liner: None adaptations for common physical/motor, 18 GELDS: Job #: Liner: None SED1 domain SED: social and emotional development Strand: DEVELOPING A SENSE OF SELF Base: 8-5/8 x 4 x 6-1/2" Blank:decal.ga.gov .080 w1s (21-5/8 x 17")

#16 Standard: SED1 – The child will develop self-awareness. Georgia Early Learning and Development Standards gelds.decal.ga.gov Blank: .080 w1s (12-57/64 x gelds.decal.ga.gov **PostStandards Development and Learning Early Georgia production die cut on0-36 monthsone

1/ Wrap: 23-1/4 x 18-5/8" cognitive, social/emotional, sensory and Die#: 2 Toolbox Teacher

6 Learning Early Georgia the on based Activities Liner: None Standards Development and

Blank: .080 w1s (21-5/8 x 17") 0-12 months 12-24 months 24-36 months language/communication challenges.

**Post production die cut on one D SED1.0a SED1.1a SED1.2a GELDS:

Responds to image of self. Identifies image of self. Uses gestures and actions GELDS: to reference self when Infants begin to respond nonverbally and A one-year-old has the awareness that with vocalizations to acknowledge that they the image he/she sees is herself and not interacting with others. see an image of themselves. This forms the another child. foundation for self-awareness. Two-year-olds learn that they are Revised: 03-09-15 8-17/64")APL1 separate from others. They learn ways to domain APL: approaches to playcommunicate and their learning new independence MUSIC & MOVEMENT My Activities nonverbally. Georgia Early Learning and Development Standards #35 Strand: domain PDM: physical development and motor skills gelds.decal.ga.gov INITIATIVE AND EXPLORATION PDM1 Strand: HEALTH & WELL-BEING 0-36 months Standard Teacher Name: PDM1 – The child will practice healthy and safe habits. : APL1 – The child will demonstrate initiative and self-direction. Georgia Early Learning and Development Standards #1 Standard: ______gelds.decal.ga.gov 0-36 months INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 24-month-old child is struggling with the 12-24 months skill, guide him/her in mastering the 0-12 months skill on the left. 2) For a 12-month old child who has mastered the 12-24 months skill, introduce the 24-36 months skill on the right. GELDS: 24-36 months 80 pt base and cover tray wraps choose your children’s GELDS: 12-24 months Georgia Early Learning and Development Standards age range 0-12 months side gelds.decal.ga.gov choose the domain PDM1.2a 0-12 months for your activity PDM1.1a 0-12 12-24 24-36 36-48 48-60 0-12 12-24 24-36 36-48 48-60 Sleeps well, waking rested and Children’s Age: Children’s Age: PDM1.0a ready for daily activities. COGNITIVE Sleeps well, waking rested and GELDS: ready for daily activities. 12-24 months PROCESSES (CD-CP) Sleeps well and shows alertness Two-year-olds are generally sleeping APL1.0a CREATIVE CD CD CD CD CD CD CD CD CD CD through the night, usually about 12 hours. SCIENCE PDM SED APL CLL PDM SED APL CLL during waking periods. One-year-olds have established a DEVELOPMENT (CD-CR) MA SS SC CR CP MA SS SC CR CP They engage actively in the daily schedule. Exhibits interest in people and Drawing#: TEB3206-3 (CD-SC) Georgia Early Learning and Development Standards Domain: Domain: regular sleep schedule and generally wake SOCIAL up ready to engage in activities. They still MATH Infants will look around, notice and respond things in his/her surroundings. 24-36 months STUDIES (CD-SS) gelds.decal.ga.gov to things in their environment after sleeping need a consistent schedule, with one (CD-MA) or two daily naps. APL1.1a soundly. When they are in quiet, alert states GELDS: COMMUNICATION, LANGUAGE and not fussy, they will physically engage Infants begin to show awareness of people -All dimensions are given in inches Uses available senses to learn & LITERACY (CLL) ______with teachers by grasping, rolling and later and objects in their environments. Through APPROACHES TO -Bleed 1/2" crawling toward people and objects. and explore their environment. PLAY & LEARNING (APL) 11-18-14their interest in people and objects around SOCIAL & EMOTIONAL -Manufacturing / Printing tolerance is +/- 1/16" them, they begin to build the foundation for APL1.2a ______One-year-olds begin to move independently DEVELOPMENT (SED) domain CLL: communication, language and literacy PHYSICAL DEVELOPMENT I = INDIVIDUALIZED INSTRUCTION CLL1 initiative and self-direction. and explore their environment. Exploration Tries inventive or new Strand: RECEPTIVE LANGUAGE & MOTOR SKILLS (PDM) Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: through the five senses – hearing, taste, ways of using materials or ______INDIVIDUALIZE YOUR TEACHING – #49 Standard: CLL1 – The child will listen to conversations and Georgia Early Learning and Development Standards touch, sight and smell – helps toddlers learn DID I PLAN FOR...? = LARGE GROUP 1) If a 24-month-old child is struggling with the 12-24 months skill, guide him/her in mastering the 0-12 months skill on the left. gelds.decal.ga.gov LG 2) For a 12-month old child who has0-36 mastered months the 12-24 monthsdemonstrate skill, introduce the 24-36comprehension. months skill on the right. about their world. These experiences are completing tasks. enhanced by adults creating meaningful As two-year-olds grow, they actively explore ______activities for toddlers to safely explore their learning environment. Two-year-olds SG = SMALL GROUP are learning that materials can be used in KEY: Material: .080 white one side their environment. new ways. They use inventive approaches ______80 pt base and cover tray wraps INDIVIDUALIZE YOUR TEACHING – to problem solving. 0-12 months 12-24 months 24-361) If a 24-month-oldmonths child is struggling with the 12-24 months skill, guide him/her in mastering the 0-12 months skill on the left. ______2) For a 12-month old child who Let skillhas level,mastered not chronologicalthe 12-24 months age, skill, be your introduce guide thein introducing 24-36 months skills skill to children.on the right. Two examples: Write the activities you selected CLL1.0a CLL1.1a CLL1.2a ______Job #: Reacts to environmental sounds Responds to language Listens and responds to and verbal communication. during conversations, songs, brief conversations and ______Revised: 03-09-15 stories or other experiences. group discussions. Infants are able to understand more words and gestures than they are able to produce. One-year-olds are listening and watching Two-year-olds are beginning to listen on your lesson planner. use the spaces above and on the back to make note of Infants learn about speech by hearing their environments to make meaning from and participate in conversations and group sounds and seeing a teacher’s mouth move. what they see and hear. They learn activities. For short periods of time activities you created that worked well with the children you teach Permanent markers work best for writing on these cards Looking at a person who is talking is key language when participating in songs or (1-2 minutes), they can listen to books Die#: 11-18-14 to language development. when being read books by observing how being read or play simple games. Actively adults and peers around them interact. observing and imitating words from the Georgia Early Learning and Development Standards Wants and needs become more clear to environment adds to their rapidly increasing gelds.decal.ga.gov teachers as one-year-olds learn to say words. vocabulary and communication skills.

domain: cognitivemath development and general knowledge INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 24-month-old child is struggling with the 12-24 months skill, guide him/her in mastering the 0-12 months skill on the left. sub-domain: math MA1 NUMBER AND QUANTITY 2) For a 12-month old child who has mastered the 12-24 months skill, introduce the 24-36 months skill on the right. Strand: MA1 – The child will organize, represent and build knowledge #73 Standard: 0-36 months of number and quantity. 24-36 months “My Activity” cards are provided for making 12-24 months MA1.2a 0-12 months Recites numbers up to #1 The Toolbox contains MA1.1a five in sequence. note of your own activity ideas. Drawing#: TEB3206-3 0-36 months Imitates rote counting Two-year-olds can typically remember and INDEX MA1.0a using numbers. say the numbers in order up to five. Each card includes three Observes simple songs or Rote counting means saying the numbers in sequence from memory. One-year-olds finger-plays that involve Domain will hear the teacher counting, then mimic Activity Name activity cards for every numbers and quantity. the teacher’snumbers actions, in sequence. repeating some Card # A Domain Infants should hear counting songs Activity Name and finger-plays daily as well as listen to APL simple counting books read aloud. sequential indicator steps. A Bird in the Window SED Card # SS Are You Ready? Domain SED Georgia Early Learning and Development Standards SED A Butterfly Garden . . . . . Activity Name Index cards list activities alphabetically 42 Are You…? ...... A Calm Breeze ...... CLL ...... 25 gelds.decal.ga.gov SC 101 Art Adventures MA Card # A Grand Old Tree ...... SED Domain SED Art Review ...... 20 APL Ball Drop domain. A Hand to Hold ...... 21 CR ...... Activity Name APL 51 Ball Fun ...... 116 Art Show CP ...... Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: A Necklace for You CLL ...... 18 Ball in the Can 89 Card # SED 23 Ask Away APL CR A Rainbow of My Own ...... 120 Ball Play ...... 38 Bear Hunt CLL 47 CP ...... MA ...... ABC ...... B 53 Ball Play 130 Bears in a Row INDIVIDUALIZE YOUR TEACHING – These will help you defi ne each CLL SC ...... SED 121 1) If a 24-month-old child is struggling with the 12-24 months skill, guide him/her in mastering the 0-12 months skill on the left. Act It Out! 19 41 Bedtime Beethoven ...... 2) For a 12-month old child who has mastered the 12-24 months skill, introduce the 24-36 months skill on the right. SED ...... Ball Roll PDM Action Book 65 CR CP ...... 126 Bedtime Stories ...... 85 by name and books alphabetically by title. PDM B-I-N-G-O Ball Roll CLL Action Songs ...... 49 CLL SC ...... 112 Belly Buttons ...... 22 PDM Baa Baa Black . . .Sheep ...... Balls Galore SED Activity Cube ...... 24 CLL SC ...... 134 Bend and Stretch ...... 1 SS Babble Back 117 Balls in a Bowl MA Adopt an Animal ...... 8 CR . . . . . SS ...... 102 Big and Little ...... 52 APL Baby Band ...... 63 Balls, Balls, Balls CLL All Aboard ...... 2 CLL APL 114 Big Animal Book ...... 23 APL Baby Bumblebee ...... 56 Banana Muffins ...... PDM All By Myself ...... 97 CR SED 97 Big Art ...... 81 APL Baby Bumblebee ...... 122 Bang, Bang Go the . . Pots...... MA ...... All Of Me ...... 41 APL CP 47 Big Box 67 child’s current developmental MA 63 Bang, Bang, Bang MA ...... 44 Baby Drive-Away ...... SC . . . . . 9 And Then We… APL 121 Bangin’ Bottles ...... 31 Big Dog CR 47 Baby Emotions ...... APL MA ...... 81 Animal Action ...... CLL 35 Barnyard Dance ...... 126 Big or Little? APL 84 Baby Faces ...... MA MA ...... 81 Animal Action Song ...... CR ...... Basket Ball ...... 102 Big Snack, Little Snack CLL 123 Baby Faces 43 CP CLL 86 Animal Actions ...... SED ...... 55 Basket Ball ...... 41 Big Trucks . . . . . SC 38 Baby Love SC MA ...... 81 Animal Actions ...... SED ...... 119 Basket Play ...... 91 Bingo Bottle Counting CLL 50 Baby Sleep Sounds MA SC 59 Animal Antics ...... SC 28 Basket Toss ...... 127 Bird Feeder Fun . . . . . SC ...... 104 Baby Splash ...... SC SS 78 Animal Picks CR . . 25 Baster Game ...... 102 Birthday Party ...... CR ...... 52 Baby Talk ...... APL APL 109 level, their next learning step Animal Sounds CP ...... 105...... 75 Block Building ...... PDM Baby Talk Bath Time SED Animal Tracks ...... 110 SC APL ...... 105 Blow Kisses ...... 95 PDM Baby Wash ...... 124 Bath Time APL Anytime or Sometimes? ...... 124 CR SC ...... 40 Blow the Bubbles ...... 47 PDM Baby Wash ...... 132 Bath-Time Baby SC Applesauce Fun 13 CLL SED 42 Blowin’ in the Wind ...... 28 APL . . . . Back and Forth ...... 103 Beach Ball Feelings ...... SED Are You Crying? ...... 6 PDM PDM 105 Body Chalk Drawing ...... 36 SC Balance Beam ...... 123 Beach Ball Fun ...... SED Are You Living? ...... 6 MA PDM 33 Body Lingo 108 SED Balancing Act ...... 56 Beanbag Toss ...... SC . . . . . Are You My Mother? ...... 43 MA PDM Body Part Collage ...... 30 ...... 13 Beanbag Toss ...... 1 SC ...... 110 PDM Balancing Pictures SC . . . .21 . . . . . 82 Beanbag Toss ...... 2 SED Body Parts Class Book ...... and determine if additional 33 MA Ball Chase ...... PDM .111 ...... 82 Bear Cave ...... 15 CLL Boo-Boo Bunny . . . . . Ball Count APL ...... 111 ...... 4 Bear Hunt 113 Book Buddies CLL CLL ...... 23 Bear Hunt ...... 9 Book Reach 78 MA CLL ...... 66 Bear Hunt ...... 45 Books and Babies ...... CLL 66 54 CLL Books in a Basket ...... 87 Bop and Stop . . 66 CP ...... Bottle Fill ...... 68 ...... 50 support would be helpful. 133 decal.ga.gov Georgia Early Learning and Development Standards gelds.decal.ga.gov General #2 Contributors Teacher Toolbox

Christi Bedwell Terri Cantrell Roz Coleman Alan M. Dale Leadership Contributors Pre-K Consultant, Program Specialist, Pre-K Consultant, Assistant Project Amy Jacobs Melissa Adams Bright from the Start Head Start Ninth Bright from the Start Director, Best Commissioner, Pre-K Consultant, District Opportunity Practices Training, Bright from the Start Bright from the Start Doug Bell, Ph.D. Jade Hill Coston, Georgia State Assistant Professor Shannon Carroll Ph.D. University Susan Adams Mary Anderson of Early Childhood Inclusion Specialist, Assistant Professor, Assistant Special Education Education, Bright from the Start Communication Jennifer Dineen Commissioner, Coordinator, Kennesaw State Sciences and Special Education Instructional Gwinnett County University Judy Carter Disorders, Valdosta Coordinator, Supports and Public Schools Pre-K Consultant, State University Rockdale County Georgia’s Pre-K Annie Blair Bright from the Start Public Schools Program Cassa Andrews Infant/Toddler Jennie Couture PBIS Manager, Specialist, Allison Castleberry Director of Faith Duncan Laura Evans Bright from the Start Bright from the Start Education Program Practice and Pre-K Regional Instructional Specialist, Support Services, Manager, Learning Manager, Sharon Aston Tara Bower Cobb County Bright from the Start Bright from the Start Bright from the Start Infant/Toddler Pre-K Teacher, Public Schools Specialist, Daffodil Center Michaela Deanna Echols Brandy Locchetta Bright from the Start Jennifer Cluley Creighton Hibbard Inclusion Supervisor, Jae Boyd Associate Project Pre-K Teacher, Director of Program Bright from the Start Kami Barker Pre-K Consultant, Director, Best NSB Kings Bay CDC Initiatives, Special Education Bright from the Start Practices Training, Bright from the Start Coordinator, Georgia State Alex Dagenhart Carroll County Cynthia Bryant University Pre-K Consultant Natisha Evans Public Schools Program Manager, Bright from the Start Special Education Babies Can’t Wait Coordinator, Henry County Public Schools

decal.ga.gov Georgia Early Learning and Development Standards gelds.decal.ga.gov General #2 Contributors Teacher Toolbox

Debra Farist Eden Gillespie Kathleen Hambright Sheryl Irwin Candace Jones- Karen Kresak Special Education Special Education Pre-K Teacher, Inclusion Specialist, Boynton Special Education Coordinator, Coordinator, FACES Bright from the Start Infant/Toddler Teacher, Coordinator, Cherokee County Clarke County College Heights Early Marietta City Public Schools Public Schools Stefanie Henry Dana Jackson Childhood Learning Public Schools Special Education Special Education Center Rosie Ferdous Jerri Greer Coordinator, Coordinator, Linda Loff Infant/Toddler Special Education Fayette County Gordon County Demetria Joyce Inclusion Specialist, Teacher, Coordinator, Public Schools Public Schools Pre-K Consultant, Bright from the Start The Clifton School Dawson County Bright from the Start Public Schools Kara Hill Monique Johnson Aaron Luke Thomas Fleming Assistant Project Infant/Toddler Gwen Kahn Pre-K Teacher, Special Education Brian Griffin Director, Best Practices Specialist, Pre-K Consultant, College Heights Early Coordinator, Quality Initiatives Training, Georgia State Bright from the Start Bright from the Start Childhood Learning Walton County Coordinator, University Center Public Schools Bright from the Start Michele Jones Wanda Kleckley Ruby Hopkins Special Education Special Education Melinda Maddox Aleta Gass Brenda Grimes Infant/Toddler Coordinator, Coordinator, Assistant Special Inclusion Specialist, Inclusion Specialist, Teacher, Georgia State Hall County Atlanta Public Schools Education Director, Bright from the Start Bright from the Start University, Public Schools DeKalb County Lanette Suttles Child Peggy Kosater Public Schools Leslie Gilbreath Katie Hagan Development Center Christa Jones Pre-K Consultant, Special Education Inclusion Specialist, Special Education Bright from the Start Jennifer McCreary Support Teacher, Bright from the Start Sherry Howard Coordinator, Pre-K Consultant, Gwinnett County Project Director, Calhoun City Schools Bright from the Start Public Schools Best Practices Training, Public Schools Georgia State University

decal.ga.gov Georgia Early Learning and Development Standards gelds.decal.ga.gov General #3 Contributors Teacher Toolbox

Laurianne McDonald Ellen McNeil Karen Mobley Diane Naranjo Aziza Polk Michele Scott Pre-K Consultant, Pre-K Teacher, NSB Pre-K Consultant, Infant/Toddler Infant/Toddler Special Education Bright from the Start Kings Bay CDC Bright from the Start Specialist, Teacher, College Coordinator, Bright from the Start Heights Early Gwinnett County Andrea McFarland Barbara McWethy Cheryl Molina Childhood Learning Public Schools Infant/Toddler Instructor of Early Care Special Education Tonia D. Owens Center Specialist, Education, Tift College Coordinator, Senior Training Sarah Sechelski Bright from the Start of Education, Lamar County Specialist, Best Deborah Pound Project Coordinator, Mercer University Public Schools Practices Training, Special Education Best Practices Jessica McGarity Georgia State Coordinator, Training, Georgia State Special Education Katie Meadows Lorna P. Mullis University Paulding County University Coordinator, Pre-K Teacher, Heard Program Specialist, Public Schools Henry County County Elementary Valdosta State Lynda Pearce Lisa Shepard Public Schools Public Schools University Project Coordinator, Kristi Quinn Special Education Best Practices Special Education Coordinator, Laurel McLaughin Ann Medlock Miranda Murphy Training, Georgia State Coordinator, Cherokee County Special Education Special Education Infant/Toddler University Forsyth County Public Schools Coordinator, Coordinator, Specialist, Public Schools Newton County Fulton County Bright from the Start Donna Phillips Robin Shepherd Public Schools Public Schools Pre-K Teacher, Jillian Ritter Special Education Corine C. Myers- Learning Safari, Inc. Special Education Coordinator, Griffin- Meghan McNail Becky Miller Jennings, Ph.D. Teacher, Atlanta Area Spalding County Pre-K Regional Pre-K Teacher, Department Head Phonecia Pittman School for the Deaf Public Schools Manager, Centralhatchee and Professor, Infant/Toddler Bright from the Start Elementary School Communication Specialist, Sciences and Bright from the Start Disorders, Valdosta State University

decal.ga.gov Georgia Early Learning and Development Standards gelds.decal.ga.gov General #3 Contributors Teacher Toolbox

Amanda Shuemake Laura Standard Judy Terry Phyllis Turner Kay Walker LEAP Program Special Education Pre-K Teacher, Program Manager Special Education Supervisor, Coordinator, Oglethorpe Babies Can’t Wait Coordinator, Douglas County Madison County Elementary Gainesville City Public Schools Public Schools Suzanne Turner Schools Lisa Thomas Associate Project Susan Simpson Thea Stevens Special Education Director, Best Practices Jeannie Watson Pre-K Consultant, Infant/Toddler Coordinator, Training, Georgia State Special Education Bright from the Start Specialist, Clayton County University Supervisor, Bright from the Start Public Schools Cobb County Annice Smith Janet Twiggs Public Schools Special Education Jan E. Stevenson Paige Tiller Special Education Coordinator, Education Program Pre-K Teacher, Coordinator, Colleen Williams Thomaston/ Specialist/619 Saint Simons Coweta County Special Education Upson County Coordinator, GA Elementary Public Schools Coordinator, Public Schools Department of Coweta County Education Carolyn Tolland Lindsey Urry Public Schools Linda Special Education Inclusion Specialist, Snead-Sanders Brandi Swain Facilitator, Bright from the Start Assistant Project Manager, Georgia Forsyth County Director, Best Practices Program for Infant Public Schools Angela Walker Training Division, and Toddler Care, Infant/Toddler Georgia State Bright from the Start Vicki Tompkins Specialist, University Infant/Toddler Bright from the Start Margaret Tarrant Teacher, Pre-K Consultant, Sheltering Arms Bright from the Start

decal.ga.gov Georgia Early Learning and Development Standards gelds.decal.ga.gov General #4 Frequently asked questions Teacher Toolbox

About Georgia Early Learning and Development Standards (GELDS) What are early learning standards? receiving a consistent, high-quality education Development Standards (GELDS). A review of Early learning standards are guidelines that across all programs in Georgia. Of course, the draft standards was completed by Drs. Kagan identify what children from birth to age five standards are not the only thing needed to and Scott-Little. After a series of three more should know and be able to do. By providing guarantee a child’s learning and development, analyses and corresponding revisions, DECAL a clear framework, they help all stakeholders but they provide an accessible framework for posted the GELDS for public review and feedback ensure that children meet learning and teachers, families, and other stakeholders. in February 2013. The GELDS were finalized and development milestones. ready for implementation June 2013. What was Georgia’s process for revising the Why do we need early learning standards? state’s early learning standards? Who was involved in writing the GELDS? They promote higher-quality learning Georgia’s process began in 2010 when the DECAL initiated the GELDS revision and experiences for children from birth to age five. Georgia Department of Early Care and Learning alignment project. However, stakeholders from They support each child’s individual rates (DECAL) commissioned an alignment study of across the state were involved throughout the of development, approaches to learning, and their early learning standards, the CCGPS for K-3, process. The work groups consisted of Pre-K cultural context. Early learning standards The Head Start Framework and Work Sampling teachers, Pre-K directors, Pre-K consultants, help families and teachers understand the Online. Drs. Sharon Lynn Kagan of Columbia Infant/Toddler teachers, Infant/Toddler developmental progress of each child and they University and Catherine Scott-Little of UNC-G directors, Infant/Toddler specialists, DECAL help support the early identification and referral conducted a comprehensive analysis of these staff, technical college instructors, ECE of children with disabilities. They help to set documents. Based on their recommendations, college professors, childcare directors, early clear and realistic goals for success. Common DECAL put together a team of stakeholders who interventionists, inclusion specialists, ELL early learning standards ensure that children are drafted the new Georgia Early Learning and specialists, Kindergarten teachers and principals.

decal.ga.gov Georgia Early Learning and Development Standards gelds.decal.ga.gov General #4 Frequently asked questions Teacher Toolbox

About Georgia Early Learning and Development Standards (GELDS) What do the GELDS mean for students with who work with or on behalf of young children the knowledge and skills children need. In that disabilities and English Language Learners? birth to age five. way, the GELDS serve as the first building block The structure of the GELDS provides educators and will help teachers build the best lessons and with a clear progression of each skill. The What will the GELDS mean for children’s environments for their classroom. The GELDS age-appropriate indicators are divided into five school readiness? are a clear set of shared goals and expectations age groupings: 0–12 months, 12–24 months, The GELDS cover all essential domains of for what will help children succeed. Teachers, 24–36 months, 36–48 months, 48–60 months. school readiness and provide clear expectations directors, principals and others will decide This structure gives teachers the flexibility to for children. They will ensure consistent exposure how the standards are to be met. Teachers will assess where children are on the continuum to high-quality learning experiences through continue to write lesson plans, assess learning, and adapt instruction to meet the individual curriculum, instruction, assessment and teacher and tailor instruction to the individual needs of needs of each child. preparation, among other supports for student the children in their classrooms. Each program learning. With more emphasis on higher- will continue to make decisions about curriculum Who should use the GELDS? order thinking and problem solving skills, the and how their programs are operated. One of the goals with this revision project was to GELDS will help prepare children for success in create a universal language that all stakeholders Kindergarten and beyond. For information, contact would be able to use when discussing children’s [email protected] or 404-656-5957 learning and development needs. The GELDS Will the GELDS keep teachers from are not just for teachers. The GELDS are for deciding what or how to teach? families, directors, pediatricians, principals, early Early learning standards do not tell teachers how interventionists, and any other stakeholders to teach, but they do help teachers figure out

decal.ga.gov Georgia Early Learning and Development Standards gelds.decal.ga.gov PDM1 domain PDM: physical development and motor skills Strand: HEALTH & WELL-BEING

#1 Standard: PDM1 – The child will practice healthy and safe habits. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

PDM1.1a PDM1.2a PDM1.3a Sleeps well, waking rested and Sleeps well, waking rested and Stays awake except ready for daily activities. ready for daily activities. during naptime.

One-year-olds have established a Two-year-olds are generally sleeping Three-year-olds are actively engaged in regular sleep schedule and generally wake through the night, usually about 12 hours. their daily routines with a good night’s sleep up ready to engage in activities. They still They engage actively in the daily schedule. and, often, an afternoon nap. need a consistent schedule, with one or two daily naps.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #1 PDM1 – The child will practice healthy and safe habits.

12-24 months

Bedtime Stories Toddler Yoga Noodle Dough After all the children have eaten lunch and are Have the children practice yoga poses such as Provide a variety of noodles, play dough and pipe ready to nap, turn down the lights slightly if Downward Dog, Child’s Pose or Cat and Cow. These cleaners. Have the children create 3-D sculptures possible. Read a short bedtime story such as are great stretches that often help relax the body for and describe what they created. Styrofoam pieces The Going to Bed Book by Sandra Boynton or nap or wake the body up after nap. You can look up can be substituted for noodles if desired. PDM1.3a Naptime by Elizabeth Verdick to the children as how to do these poses online. PDM1.2a they lie on their mats/cots. This activity can be Bubbles, Bubbles done as part of the daily routine. PDM1.1a Laundry Basketball Make your own bubble solution using 1 cup Place a large box or laundry basket on its side in water, 2 tablespoons light Karo® corn syrup Wake Up Time! an open space. Put something sturdy behind it. or 2 tablespoons glycerin and 4 tablespoons Play mellow, upbeat music as the children begin Place a few medium-sized balls nearby. Have the dishwashing liquid. Have the children create to wake up and as you are turning on the lights. children kick the balls into the target. PDM1.2a wands out of pipe cleaners. PDM1.3a Encourage the children to stretch their bodies to the music as they wake up. PDM1.1a Beach Ball Fun Blow up a large beach ball and encourage the children to push it and chase it as it rolls. You BRIGHT IDEA For the children who have diffi culty kicking, have can show them how to kick it too. PDM1.1a TRANSITION TIP them sit on the ground and roll, throw or “bowl” Moving from active to more quiet experiences the ball. requires that we give the children time to change gears. Activities should begin slowing down well in advance of naptime. To make the transition, 24-36 months soothing music can be played. The teacher might 36-48 months read a calming story or poem. Naptime Helpers Have the children help put out their own mats, cots and/or blankets before naptime. After Five Little Monkeys naptime, have them help put everything away. Sing “Five Little Monkeys Swinging in the Tree.” TEACHER TIP PDM1.2a Have the children act it out using puppets. PDM1.3a Clay and dough sculptures can be placed on small squares of waxed paper and you can write the children’s descriptions on the waxed paper. PDM1 domain PDM: physical development and motor skills Strand: HEALTH & WELL-BEING

#2 Standard: PDM1 – The child will practice healthy and safe habits. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

PDM1.1b PDM1.2b PDM1.3b Actively participates in Actively participates in Actively participates in physical activity for three to games, outdoor play and other a variety of both structured five minutes at a time. forms of physical activity for and unstructured indoor and sustained periods of time. outdoor activities for sustained One-year-olds are interested in exploring periods of time. and interacting with their world to learn new Two-year-olds are active and busy, things. Their short attention spans keep and can stay with an outdoor activity for them moving from one thing to another. Most three-year-olds are social and active. longer periods of time. They want to be involved in focused play indoors and outdoors for long periods of time.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #2 PDM1 – The child will practice healthy and safe habits.

12-24 months

Beanbag Toss Nature Hunt Honk, Honk Place a box on the fl oor next to a wall or the back Give the children buckets and encourage them During outside play, make a “road” using chalk or of a shelf. Give the children beanbags to toss into to fi nd nature items such as leaves, small sticks tape on the sidewalk. Have the children use cars the box. PDM1.1b or bugs, and place the nature items in a bucket. and trucks on the road. Encourage them to make Encourage the children to look up above and predictions about the speed and motion of the Activity Cube down below for items. PDM1.2b cars. You could ask, “Which one do you think will Create an activity cube with a diff erent movement go faster/slower?” You could also provide “road on each side. During group play, have a child roll Chasing Bubbles signs” and ask the children to explain what the the cube and have all the children perform the Blow bubbles in an open area either indoors or signs mean. PDM1.3b movement. Include movements such as bunny outdoors. Encourage the children to chase the hops, froggy jumps or jumping jacks. PDM1.1b bubbles and pop them with either their hands or feet. PDM1.2b Go for a Ride Set out a large box or basket to make a “car.” Show the children how to take their favorite BRIGHT IDEA animals or dolls for a “ride” by pushing the box For children who have diffi culty pushing trucks around the room. PDM1.1b TEACHER TIP on the sidewalk, use a table. Encourage the When you have a few minutes between activities, children to push the trucks by modeling and put on some music and watch the children dance, providing positive feedback. dance, dance! Look for children’s music by The 24-36 months Laurie Berkner Band, Greg & Steve, Ella Jenkins and Putamayo Kids, for example. Crazy Play Dough Feet-To-Feet Make homemade play dough. Use diff erent Gather several medium-sized balls. Invite pairs spices or extracts such as vanilla or cinnamon for of children to sit on the ground “feet-to-feet” 36-48 months diff erent scents. Add glitter for visual appeal and with their legs spread apart. Give a ball to each texture. The children can use cookie cutters and pair and show them how to roll it back and forth their hands for shaping the dough. Discuss the gently. PDM1.2b Nature Walk diff erent scents and textures and encourage the Go on a nature walk and take your journals. Stop children to use the new vocabulary to describe now and then to listen to nature sounds. Have the their creations. PDM1.3b children draw what they see and hear. PDM1.3b PDM1 domain PDM: physical development and motor skills Strand: HEALTH & WELL-BEING

#3 Standard: PDM1 – The child will practice healthy and safe habits. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

PDM1.1c PDM1.2c PDM1.3c Identifies and tries to avoid Pays attention to simple safety Independently shows dangers with assistance. instructions and avoids dangers awareness of dangerous with assistance. situations and responds with One-year-olds are beginning to be able to some knowledge of safety identify dangerous situations such as an Two-year-olds can begin to listen and electrical outlet or staircase. They might pay attention to simple safety rules. They instructions. look to a teacher when approaching an can understand what it means to get hurt. area they have been warned about. They still need assistance and supervision Three-year-olds are beginning to because they enjoy independence, communicate rules of the classroom to exploring and testing. others. This is evident when they repeat safety instructions to a classmate or react to dangerous situations in dramatic play.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #3 PDM1 – The child will practice healthy and safe habits.

12-24 months 24-36 months

Hold My Hand Keep Baby Safe Street Crossing Take a small group of children for a walk down Play with the baby dolls and the children. Create a street in your classroom with butcher the hall or outside. Encourage the children to hold Encourage the children to keep their babies safe paper and duct tape. Practice crossing the street your hand and remind them it is to keep them from harm, such as by buckling them in the high with the children as you go through each step. safe. You can even make a fun “Hannah (or Henry) chair or stroller, carrying the baby properly and Remind the children to stop at the curb without Hand” puppet out of an old glove or mitten to not letting the baby choke. PDM1.2c stepping into the street; look left, right, then left make holding hands more fun. PDM1.1c again. Begin to cross while looking all around Red Light, Green Light for oncoming vehicles. You can follow up during Twinkle, Twinkle Traffi c Light Have two signs ready, one red and one green. outside time by having them practice crossing in Sing this song to the tune of “Twinkle, Twinkle Have the children hop, skip or walk across the front of the tricycles. PDM1.3c Little Star”: carpet when you hold up the green sign and stop Twinkle, twinkle traffi c light, when you hold up the red “stop” sign. PDM1.2c Police Visitor Round the corner shining bright. Have a police offi cer bring his/her K9 dog to Red means stop, Green means go, Stop visit your class. Have the children and the offi cer Yellow means very, very slow. Cut a large stop sign with eight sides out of discuss safety for humans and animals. PDM1.3c Twinkle, twinkle traffi c light, cardboard and let the children paint it with red Round the corner shining bright. paint and sponges. Write STOP on it with a black Make a traffi c light out of a cereal box, with marker. Explain what the sign means and why we construction paper cutouts to point to the have signs for safety. Let the children use the sign diff erent colors as you sing the song with the outside with the riding toys. PDM1.2c children. PDM1.1c

BRIGHT IDEA For children who have a diffi cult time with 36-48 months unfamiliar situations, create a class-made book about what the children can expect from the TEACHER TIP visitor. Include pictures that are as close as Use reminders to help the children understand How Do Dinosaurs Stay Safe? possible to what they will see on the day of the unsafe behaviors in the classroom. If you see a Read the book How Do Dinosaurs Stay Safe? by visit. Read the story several times in the days child climbing on the table say, “It is not safe to Jane Yolen. Discuss the situations presented in leading up to the visit. On the day of the visit, climb on the table. Please keep your feet on the the book with the children and have them relate maintain close proximity to provide comfort to fl oor.” how they can stay safe. PDM1.3c any child that experiences fear or anxiety. PDM1 domain PDM: physical development and motor skills Strand: HEALTH & WELL-BEING

#4 Standard: PDM1 – The child will practice healthy and safe habits. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

PDM1.1d PDM1.2d PDM1.3d Communicates beginning Verbalizes simple Communicates to peers understanding of safety rules. and adults when dangerous dangerous situations. situations are observed. At two, some children are just beginning One-year-olds notice things in the to say more than two words together. “No,” Three-year-olds will tell the teacher when environment that are not safe. After being however, is a powerful word most children they notice safety rules are not being taught and reminded consistently, they understand and are able to say at an early followed. As part of a community, they have begin to repeat actions and words that age. They will say “no” when aware of a learned from their teacher that safety rules signify danger. dangerous area or situation. keep themselves and friends safe.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #4 PDM1 – The child will practice healthy and safe habits.

12-24 months 24-36 months 36-48 months

Pretend Dangers Learn About Strangers These Shoes Were Made for Walking Set up items in the dramatic play area that are Read a book about strangers, such as The Use an old pair of shoes to make puppets. On typically hot or cold. As the children play with the Berenstain Bears Learn About Strangers by Stan the soles of the shoes glue eyes, a pom-pom items say, “Oh! That’s hot!” or “Brrr…that’s cold!” and Jan Berenstain. Have the children explain the nose, felt or yarn mouth and yarn hair. Encourage Encourage the children to say “hot” and “cold” safety rules that the characters obey in the book. the children to name the puppets. During circle and “no touch” for the stove. PDM1.1d PDM1.2d time, put your hands in the shoes and have them “talk” to each other about safety. You could say, Story Time Unsafe Pictures “We use our walking feet” and demonstrate the Read a book about injuries and/or safety, such Find pictures of unsafe acts such as running puppets “walking” and “running” to show the as Elmo’s Boo Boo Book by Sesame Street Elmo down the hallway or climbing up the slide. Ask diff erence. Invite children to come up and “talk” or Buzzy’s Boo Boo by Harriet Ziefert. Talk about the children if it is okay to engage in the act. about being safe using the puppets. PDM1.3d dangerous situations and how the characters Encourage the children to say “no” and show or handled these situations in the book. PDM1.1d explain the safe way to play. PDM1.2d Story Time Read I Can Be Safe by Pat Thomas. Review Fire Drill Put Your Helmet On diff erent situations where the children may need Prepare the chlldren for a fi re drill by practicing in Clap and use this chant with the children prior to to ask for help. Make signs using craft sticks and the classroom with them. You can go through the using tricycles on the playground. pictures of police offi cers, fi refi ghters and nurses. process of lining up and walking to the door. The Put your helmet on your head, Talk about dangerous situations and have the same activity will work for a tornado drill as well. Make sure it ﬁ ts nice and tight, children hold up a picture of the person who PDM1.1d You must wear a helmet could provide help. PDM1.3d When you ride a trike. PDM1.2d Call 911 Emergency! Provide the children with a template for a phone Discuss with the children the diff erent situations to copy from, as well as a small cardboard when they may need to call 911. Provide pretend rectangle. Have them design their own phone phones for the children to practice calling 911. and practice calling 911. Review with the children TEACHER TIP PDM1.2d the information they should relate to a 911 Model safety rules and state them in as few operator if they ever do have to call 911. PDM1.3d words as possible. Remember that one-year-olds are just learning to understand what you say. Be positive by showing them what to do instead of what not to do. Show them what you mean when you say “walk” instead of “don’t run.” PDM1 domain PDM: physical development and motor skills Strand: HEALTH & WELL-BEING

#5 Standard: PDM1 – The child will practice healthy and safe habits. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

PDM1.1e PDM1.2e PDM1.3e Makes adult aware of Attends to personal Attends to personal health and self-care needs health routines and self-care health routines and self-care and seeks assistance. needs with some assistance needs independently. from an adult. One-year-olds might begin to notice and Three-year-olds are becoming independent care when their hands are dirty or they Two-year-olds are becoming more with most self-care needs such as toileting, need personal assistance from a teacher. independent. They are able to help dress dressing themselves and washing hands. They begin to respond to a teacher’s themselves and begin potty training. They still need reminders and support to cues or routines that encourage personal perform personal hygiene tasks correctly. hygiene and cleanliness.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #5 PDM1 – The child will practice healthy and safe habits.

12-24 months

Sleeve Surprise Potty Time Dressing Race Hold up the child’s shirt or jacket. Tell the child Read Dora’s Potty Book by Melissa Torres or Engage the children in relay races to work on there is a “surprise” hidden up his/her sleeve. Fuzzy Bear’s Potty Book by Dawn Bentley. Explain dressing themselves. Use dramatic play clothing Invite the child to reach into the sleeve to fi nd that everyone uses the bathroom. Take children or clothing that is seasonal. Have family members the surprise. Put your two fi ngers into the cuff on a tour of the bathroom and describe all the bring in items from home to use and return the opening and gently tickle his/her hand. PDM1.1e things you see. Say, “As you become big boys and items to them at end of week. PDM1.3e girls, you can tell someone when you need to go What’s Wrong? to the potty and they will help you!” Remember: Healthy Teeth When a child cries because he/she has an unmet avoid putting pressure on children. They have Invite a local dentist or dental hygienist to visit need, ask if the child is hungry or tired. Giving clues their own developmental timetable for successful your classroom. Ask him/her to show the children to a young child helps them answer. PDM1.1e potty training. PDM1.2e the proper brushing technique using a big plastic model. At circle time, sing “This is the way we What’s Next? brush our teeth…” to the tune of “Here We Go Have the children fi ngerpaint and when they are ’Round the Mulberry Bush.” PDM1.3e fi nished prompt with the question, “Now, what comes next?” Cue the children to look at their 36-48 months hands, and ask if something needs to be done. If they don’t answer appropriately, remind them that hands have to be washed. PDM1.1e Wash, Wash, Wash Your Hands TEACHER TIP Sing to the tune of “Row, Row, Row Your Boat”: Display a poster of a child with a bright smile and Wash, wash, wash your hands shiny teeth so the children see it when they use While you sing this song. the sink. 24-36 months Rub and scrub, rub and scrub, The germs swirl down the drain. Scrub, scrub, scrub your hands Bundle Up While you sing this song. Teach children how to independently put on their Rub and scrub, rub and scrub, BRIGHT IDEA jackets before going outside. One way is to lay the The germs swirl down the drain. PDM1.3e For a child who has diffi culty dressing him/herself, jacket on the fl oor, outside down, with the neck at provide clothing that is easier to put on and take the child’s feet. Have the child put hands in the Dressing Dolls off , such as hats and scarves. Encourage the child sleeve holes and fl ip the jacket over his/her head Use dolls and doll clothes to show the children to dress him/herself by modeling the desired as he/she slides arms into the sleeves. PDM1.2e how to put clothes on. Use dressing boards to action, and providing positive feedback as he/she teach how to button, zip or VELCRO.® PDM1.3e fi nishes the task. PDM2 domain PDM: physical development and motor skills Strand: HEALTH & WELL-BEING

#6 Standard: PDM2 – The child will participate in activities related Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months to nutrition.

12-24 months 24-36 months 36-48 months

PDM2.1a PDM2.2a PDM2.3a Distinguishes between food Prepares nutritious snacks Helps prepare nutritious and non-food items. with adult assistance. snacks.

One-year-olds explore and learn by Two-year-olds have developed food Three-year-olds are eager to help with food putting things in their mouths. With trial preferences. Offering only healthy and preparation. Exposing children at this age and error and reminders, they can begin nutritious snacks encourages them to to many healthy choices for snack time to distinguish what items can be eaten prefer such foods. Giving older toddlers the encourages them to prefer nutritious food. and what items are “not food.” opportunity to help prepare snacks gives them a feeling of independence. They are more likely to try foods that they have helped prepare.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #6 PDM2 – The child will participate in activities related to nutrition.

12-24 months 36-48 months

Yummy Yucky Yummy, Yummy Watermelon Shapes Read the book Yummy Yucky by Leslie Patricelli. Gather fresh fruit items. Cut hard fruit such as Have pieces of pre-cut watermelon for the Talk to the children about what you are reading apples into bite-sized pieces. Allow the children children to cut with cookie cutters and enjoy such as, “We eat blueberries but not blue to cut soft fruits such as bananas into small pieces eating. Talk about why watermelon is healthy and crayons.” PDM2.1a using a child-safe plastic knife or spoon. Have the have the children describe the taste, smell, color children help put the pieces into a large bowl and and texture. PDM2.3a Food or Not? stir. Enjoy! PDM2.2a Place a collection of toys in front of the children Ocean Parfait including pretend food and non-food items, along Rainbow Toast Add blue food coloring to vanilla yogurt or with two bins. Designate one for food items and Have the children paint a piece of bread using pudding, or use blueberry yogurt. Give the one for non-food items. Have the children help sort milk that’s colored with food coloring. Once they children a zip-top bag containing half a graham the items into appropriate bins. PDM2.1a paint their bread, toast it briefl y in the toaster or cracker that they crush. Have them scoop the blue put it in the oven to toast. When done, have the “ocean” into a cup and add the crushed graham Food Book children eat their painted toast. PDM2.2a cracker “sand” to the top. You can add whipped Create a book with photos of the children and cream on top as a wave! PDM2.3a teachers in the class. Have a picture of a child/ Anytime or Sometimes? teacher on one side of the page and a picture of a Place a variety of toy foods in front of the children. Home Grown food item on the other. The caption could read, “We Discuss which foods are healthy choices that can In a prepared garden bed, have the children don’t bite Ms. Smith; we bite strawberries!” PDM2.1a be eaten “anytime” and which are less healthy plant lettuce, tomatoes and cucumber plants. that should only be eaten “sometimes.” Have the When crops are ripe, have the children assist in children name a favorite “anytime” food. PDM2.2a harvesting, washing and preparing the food for a class salad. PDM2.3a 24-36 months

Applesauce Fun Mix together 6 peeled diced apples, 1 teaspoon TEACHER TIP cinnamon, 1½ cups water, 1 teaspoon lemon juice, Use divided plates to keep foods separate. Provide ¼ teaspoon salt in a crockpot. Place the crockpot age-appropriate utensils for serving, mixing, cutting out of reach while the applesauce cooks. Have TEACHER TIP and eating. Remember, new foods take time and the children eat applesauce for a snack when it is Provide a variety of food choices and encourage may need to be off ered many times before the ready. PDM2.2a the children to explore food using their senses. children are willing to accept a new food. PDM2 domain PDM: physical development and motor skills Strand: HEALTH & WELL-BEING

#7 Standard: PDM2 – The child will participate in activities related Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months to nutrition.

12-24 months 24-36 months 36-48 months

PDM2.1b PDM2.2b PDM2.3b Shows interest in and Eats a variety of nutritious Distinguishes healthy tries new foods. foods and recognizes food choices from less-healthy healthy foods. food choices. More teeth mean that one-year-olds can try more foods. They are also beginning Two-year-olds will eat what is available Books and discussions about food to feed themselves. Offering a variety to them. Having only nutritious options and help three-year-olds to make healthy food of familiar and new healthy choices gives telling children that certain foods are good choices. Giving children the opportunity to a one-year-old the opportunity to for their bodies helps them to develop prepare and eat nutritious foods together taste different foods. healthy eating habits. also promotes an understanding of healthy eating habits.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #7 PDM2 – The child will participate in activities related to nutrition.

12-24 months

Taste Test Food Books Healthy or Not? Provide small amounts of new foods with sweet, sour Read books with the children about healthy food Read The Very Hungry Caterpillar by Eric Carle. and savory tastes. Encourage the children to taste choices and discuss which are healthy foods and Make a list of the healthy and non-healthy foods. the food as you name and describe it. PDM2.1b which are “sometimes foods.” For example, read Have the children help make their own book Growing Vegetable Soup by Lois Ehlert or The of healthy foods and non-healthy foods using Which Food? Very Hungry Caterpillar by Eric Carle. PDM2.2b magazine cutouts or actual food labels/cutouts. Add new, diff erent food items to the dramatic PDM2.3b play area. Ask the children if they recognize the Yogurt Bites new foods. Name the foods and pretend to eat For this activity, you will need a container of fruit Green Food Taste Test them, saying how yummy the foods are. Have the yogurt, waxed paper, a cookie sheet and a pastry Provide a variety of green foods for the children children pretend to taste the new foods. PDM2.1b bag with tip. Place the waxed paper on the cookie to try. Include foods such as broccoli, honeydew, sheet and put the yogurt in the pastry bag. Have celery, green apples and artichokes. Chart the Food Talk the children help you squeeze out dots of yogurt children’s preferences as to which food they like Provide three food items that the child enjoys. onto the waxed paper. Once done, place in best and which one they like least. PDM2.3b Recite this poem together as the child eats: freezer until fi rm. Then have the children eat it as Raisins, yummy! Cookies, yummy! a snack. Try plain yogurt as well as fruit yogurt to Good For You, Yummy Too Apple juice, too! Apple juice, too! see which the children prefer. PDM2.2b Read Gregory the Terrible Eater by Mitchell Yummy, yummy, yummy down in my tummy, Sharmat or a similar book that discusses nutrition Good for you, good for you. in a fun way. Every time you read about a food Try this with new foods to expose the children to that is nutritious have the children pat their diff erent types of food. PDM2.1b tummies and say, “yum, yum.” When you mention a food that is not healthy have the children cover their mouths and say, “No, thank you.” PDM2.3b 24-36 months 36-48 months

Is This Healthy? My Favorite Food Make cards with pictures of foods such as pizza, Have the children bring in a picture of their broccoli, apples or ice cream. Ask the children if the favorite food. As a small or large group activity, TEACHER TIP food is healthy or not. This can also be done with toy sort the pictures into foods that are healthy and Avoid praising the clean plate. Children should food items in the dramatic play area. PDM2.2b foods that are not healthy. PDM2.3b stop eating when they are full. PDM3 domain PDM: physical development and motor skills Strand: USE OF SENSES

#8 Standard: PDM3 – The child will demonstrate an awareness of Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months the body in space and child’s relationship to objects in space.

12-24 months 24-36 months 36-48 months

PDM3.1a PDM3.2a PDM3.3a Acts and moves with Acts and moves with Acts and moves with purpose intention and purpose with intention and purpose. and recognizes differences in some adult assistance. direction, distance and location Two-year-olds are able to coordinate with some adult assistance. One-year-olds are growing stronger and are even more body movements as they become more mobile. They are able to able to coordinate more body movements Three-year-olds coordinate body as they become more mobile. They are able independently coordinate their bodies to move in a specific direction. movements with a purpose. They are to see objects they want and control their able to change direction and are beginning heads, hands and bodies to move in to understand the differences in distances a general direction with assistance. and locations of objects.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #8 PDM3 – The child will demonstrate an awareness of the body in space and child’s relationship to objects in space.

12-24 months 36-48 months

Dump and Fill Action Songs What Am I Doing? Give each child a container with fi ve to 10 toys, Sing or play songs that require the children to Have one child do something and have the such as blocks, connectors, links or sensory balls. move to the words, for example, “The Hokey other children describe what that child did. For Encourage the children to dump the container Pokey,” “Animal Action,” “Do Your Ears Hang Low,” example, he/she went around the shelf, he/she over so that the toys fall on the fl oor, then to pick and “A Sailor Went to Sea, Sea, Sea.” PDM3.2a went under the table or he/she sat next to the them up and put them back in the container. block center. PDM3.3a PDM3.1a Clap Your Hands Read the book Clap Your Hands by Lorinda Big Box Beanbags Ring Around the Rosie Bryan Cauley, and have the children mimic the Set up a laundry basket or big box as a target for Have the children stand in a group. Some may be movements as you read. You can change things the children to toss beanbags. Use tape or a sign ready to hold hands in a circle. Sing “Ring Around up by reading the book slowly and then faster. on the fl oor to indicate where the children should the Rosie” and encourage the children to walk PDM3.2a stand when they toss their beanbags. PDM3.3a around in a circle and fall down at the appropriate time. PDM3.1a Teddy Bear, Teddy Bear Musical Islands Sing the following song with the children and You will need several hula-hoops and music for In and Out encourage them to do the movements: this activity. This game is similar to musical chairs Take a large paper bag and put the child’s favorite Teddy bear, teddy bear, turn around! except the children must fi nd a hula-hoop “island” toy inside. Help the child fi nd the toy and put it Teddy bear, teddy bear touch the ground! to stand in when the music stops. Remove a back in the bag. Continue to play the game over Teddy bear, teddy bear, jump up high! hula-hoop each round, but no child is “out” of the and over, saying, “Inside, Outside.” PDM3.1a Teddy bear, teddy bear, touch the sky! game. The object is to see how many children PDM3.2a can fi t inside a hula-hoop island safely. PDM3.3a Musical Friends Play lively music and encourage the children to 24-36 months dance freely. Pause the music and have each child fi nd a partner. Direct the children to greet their partners with a hug, high fi ve, low fi ve, fi st Obstacle Course bump or other appropriate greeting. PDM3.3a Set up an obstacle course in your room or on TEACHER TIP the playground. Have the children crawl through Use opportunities throughout the day to help the tunnels, up stairs, down slides, under tables and children understand and acknowledge accidental chairs or around shelves. PDM3.2a acts by saying things such as, “She didn’t mean to hit you. She tripped and lost her balance.” PDM3 domain PDM: physical development and motor skills Strand: USE OF SENSES

#9 Standard: PDM3 – The child will demonstrate an awareness of Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months the body in space and child’s relationship to objects in space.

12-24 months 24-36 months 36-48 months

PDM3.1b PDM3.2b PDM3.3b Uses trial and error to Demonstrates awareness of Demonstrates awareness discover how the body fits his/her own body in space. of his/her own body in and moves through space. relation to others. Spatial concepts are learned through One-year-olds enjoy the discovery of movement and exploration. This helps Three-year-olds understand that their their bodies and how they move. They will two-year-olds learn how their bodies move. bodies occupy space. They can use simple attempt to crawl in tight spaces and climb Setting up exploratory activities that allow positional words to describe where they are on and through objects as they learn them to jump, climb and reach will help in relation to people and objects. Spatial what their bodies can do. them figure out what their bodies can do. concepts are gained by their involvement in concrete experiences and interactions.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #9 PDM3 – The child will demonstrate an awareness of the body in space and child’s relationship to objects in space.

12-24 months

Through the Tunnel Jump Time Caterpillar Game Place a tunnel in the room or on the playground. Turn on music with a fast beat and encourage the Have one child at the head of the line and others Encourage the children to crawl through the tunnel children to jump up and down to the music. Some behind in a line with hands on each other’s one at a time. PDM3.1b children will need assistance from the teacher to shoulders. Have the fi rst child close his/her eyes as jump, while others will be able to experiment with the others behind lead the “blind caterpillar” around Climb a Mountain jumping on one foot. PDM3.2b by moving him/her with pressure on the shoulders, Set up foam/vinyl shapes or pillows for the leaning and giving directions. PDM3.3b children to climb up, over and around. Be sure Soccer Time you use the positional words such as up, down, On the playground, encourage the children to Body Tracing over, under and around. PDM3.1b kick the ball back and forth to each other or to a Have the children lie down on a piece of butcher teacher. You can also encourage them to kick paper and trace their outlines. Then lay the body Bear Cave the ball toward a net or fence. PDM3.2b tracings out in a large area and have the children Provide a large cardboard box with an archway compare them. PDM3.3b cutout to resemble a cave. Have the children use markers or washable paint to color the cave. Have Newspaper Dancing them crawl in, out and around the cave. You can Start with a section of newspaper for each child, also do this activity as an igloo. PDM3.1b BRIGHT IDEA unfolding it and laying it fl at. This is the “dance For the children who have diffi culty kicking a fl oor.” Play music while the children dance on their ball, encourage them to roll or toss the ball to personal “dance fl oor.” Next, the children step off a friend, teacher or toward a net or fence. the paper, fold it in half, step back on again and 24-36 months Provide hand-over-hand modeling for a child dance some more. Continue folding the paper in that requires additional assistance. half and challenging them to fi nd creative ways to stay on their “dance fl oor.” PDM3.3b Big Art Have the children lie on their tummies on a large piece of butcher paper, with a crayon in each 36-48 months hand. Play music and have them move their arms TEACHER TIP back and forth to color the paper as the music Throughout the year, sing songs and play games plays. When the music stops have them switch Three-Legged Race that encourage the children to have concrete crayon color. Repeat several times and then have Have a three-legged race using bandanas to keep interaction with people and objects in diff erent the children stand up and look at their art work. the children’s joined legs together. Off er support on ways such as “Simon Says,” “Head, Shoulders, PDM3.2b the side of the children as needed. PDM3.3b Knees and Toes” and “Tooty Ta.” PDM4 domain PDM: physical development and motor skills Strand: USE OF SENSES

#10 Standard: PDM4 – The child will use senses (sight, touch, Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months hearing, smell and taste) to explore the environment and process information.

12-24 months 24-36 months 36-48 months

PDM4.1a PDM4.2a PDM4.3a Engages in some Participates in a variety of sensory Uses senses purposefully sensory experiences. experiences and differentiates to learn about objects. between the senses. One-year-olds are eager to explore Sensory experiences are basic to children’s with their senses. They love to touch and Two-year-olds are able to participate in a learning about objects. Three-year-olds squeeze toys, sing along to favorite songs variety of activities to explore their senses. want to become actively involved in and discover new smells and tastes. They learn best by actively exploring an learning through touching and handling object. Encourage toddlers to explore a items. Many science and math concepts are banana by looking at it first, then smelling it, taught through sensory experiences. tasting it and experiencing the texture by mashing it up.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #10 PDM4 – The child will use senses (sight, touch, hearing, smell and taste) to explore the environment and process information.

12-24 months

Bubble, Bubble, Pop Sand and Water Play Class Taste Test Put bubble solution and a little bit of water in Place sand and/or water in a sensory table. Do taste tests with the children using various the sensory bin/table. Stir the water around to Provide a variety of tools for the children to use food items. Check for food allergies prior to this make bubbles. Encourage the children to pop the in the sand/water such as scoops, cups, spoons, activity. Be sure to include sweet, salty and bitter bubbles with their hands. PDM4.1a sand molds and plastic animals. PDM4.2a foods to give them a variety of tastes. PDM4.3a Playing with Play Dough Feely Boxes Exploring Marshmallows Make or use nontoxic play dough. Encourage Use mystery “feely boxes” and have the children You will need jumbo marshmallows, magnifying the children to manipulate play dough with their guess what is inside. You can use tissue boxes glasses, small plates, cups of water and medicine hands and with tools such as plastic utensils, and put diff erent fabric pieces or small toys in the droppers. Give each child a marshmallow to cookie cutters and rollers. PDM4.1a boxes for them to feel. PDM4.2a explore by smelling it and looking at it through the magnifying glass. Have each child use Crunchy Paper Giant Sensory Box the medicine dropper to drop water on the Crunch tissue paper, newspaper or any other paper You will need a box large enough for one or two marshmallow and explain what happens. that makes good crunching sounds. Encourage children to sit inside. Turn the box so the opening PDM4.3a the children to listen to the crunching sounds and is facing out and can be easily supervised. Line then make some sounds of their own with the the inside of the box with diff erent textured fabrics Sound Shakers various paper types. PDM4.1a such as burlap, carpet, velvet and silk. Encourage Using plastic eggs, fi lm canisters or small boxes, the children to sit inside the box and explore the fi ll each container with diff erent objects that diff erent textures. You can use this as a dramatic make sounds such as bells, buttons, rocks, rice play prop. PDM4.2a or beans. Display pictures of each object. Have 24-36 months the children shake the container and identify the type of object inside using the pictures as clues. PDM4.3a What’s the Smell? What’s That Smell? Make or use nontoxic play dough and add 36-48 months Place four to fi ve edible items with strong aromas scented oils. Encourage the children to in separate containers such as coff ee grounds, manipulate play dough with their hands and onions, lemons, cinnamon, cilantro, vanilla extract with tools such as plastic utensils, cookie Guess What? or chocolate. Have the children close their eyes cutters and rollers. PDM4.2a Describe an object you have hidden under a or use a blindfold. Have the children try to identify blanket and let the children try to guess what the each item by smell. If appropriate, the children may item is. PDM4.3a also taste the items. PDM4.3a PDM4 domain PDM: physical development and motor skills Strand: USE OF SENSES

#11 Standard: PDM4 – The child will use senses (sight, touch, Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months hearing, smell and taste) to explore the environment and process information.

12-24 months 24-36 months 36-48 months

PDM4.1b PDM4.2b PDM4.3b Tries a new action with Tests objects to determine Takes things apart and attempts a familiar object. their purpose. to put them back together.

One-year-olds begin to experiment Two-year-olds use their senses to go Three-year-olds are becoming more with objects and try out different ways beyond exploring objects to using them as independent and use their senses to figure to manipulate them. tools. For example, they might use a shoe out how objects work. They love to be able box as a garage for toy cars. They also to take objects apart and try to put them explore the world in more complex and back together. Providing simple activities creative ways. lets them do this in an appropriate way.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #11 PDM4 – The child will use senses (sight, touch, hearing, smell and taste) to explore the environment and process information.

12-24 months 24-36 months

Pom-Pom Ice Cream Sink or Float? Nature Creation Have small bowls or cone-shaped cups, as well Place water and a variety of items in the sensory Ask the children to collect a variety of sticks. Give as a variety of large pom-poms in a bowl. Have table. Have some heavy items that will sink and each child a ball of play dough and encourage the children use an ice cream scoop to serve the some light items that will fl oat. Provide tongs or them to create a stick sculpture by placing sticks pom-pom ice cream during center time. PDM4.1b spoons for the children to use to retrieve the in the play dough. The children can pull them out items. PDM4.2b and try again. Add leaves or rocks for decoration. PDM4.3b Painting with Cars Place paint on paper plates. Give the children cars Cardboard Castles to roll through the paint and make tracks Have a tub of boxes that have been recycled for BRIGHT IDEA on the paper. PDM4.2b building in the block area such as tissue boxes, small gift boxes, paper towel tubes and small For the children who have a diffi cult time scooping Pipe Cleaner Fishing boxes. Have the children build all kinds of castles. using an ice cream scoop, provide a ladle or Take pipe cleaners and twist them into shapes that PDM4.3b measuring cup with a handle for scooping. resemble fi sh. Take additional pipe cleaners and make a hook on the end of each one. Place the Lace It Up! fi sh in a plastic container and have the children Remove a shoe lace from a shoe. Show the use their hooks to catch the fi sh. Have the children how to put the lace back in and pull it children experiment with making hooks diff erently through the holes. If shoes are not available, Kitchen Band to attempt to catch fi sh. PDM4.2b punch holes in a piece of cardboard and have the Use kitchen items such as bowls, pots, pans and children weave the lace in and out of the holes in spoons as musical instruments. Encourage the any pattern they choose. PDM4.3b children to make music on the “new instruments.” PDM4.1b Sock It to Me Roll a pair of adult tube socks into a ball. Toss the 36-48 months “sock ball” to a child. Encourage him/her to toss it back to you. Encourage the children to come up with other uses for the tube socks. PDM4.1b Building and Rebuilding TEACHER TIP Have the children build structures with large Provide puzzles of varying levels of diffi culty and LEGO®s. Then have them take the structures apart number of pieces to meet the needs of the and build something completely diff erent.PDM4.3b children. PDM5 domain PDM: physical development and motor skills Strand: MOTOR SKILLS

#12 Standard: PDM5 – The child will demonstrate gross motor skills. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

PDM5.1a PDM5.2a PDM5.3a Gains control and Develops gross Coordinates movements coordination of body motor control for a range to perform a task. movements. of physical activities. Three-year-olds can climb up stairs One-year-olds are usually very active and Two-year-olds stop “toddling,” or using using a method of bringing both feet develop a variety of gross motor skills. They the awkward, wide-legged robot-like stance together on each step before proceeding can run fairly well and negotiate stairs by that is the hallmark of new walkers. As they to the next step. Young children, however, holding on to a banister with one hand and develop a smoother gait, they also develop may still need some “back-up” assistance to putting both feet on each step before going the ability to run, jump and hop. Children prevent falls in case they become unsteady on to the next one. Most can climb and of this age can participate in throwing and at this new skill. Three-year-olds can jump begin to kick and throw a ball. catching games with larger balls. and hop higher as their leg muscles grow stronger. Many can even hop on one foot for short periods of time.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #12 PDM5 – The child will demonstrate gross motor skills.

12-24 months 36-48 months

Popcorn Looby Loo I Can Do It Sing a song or play music and encourage the Play the song “Here We Go, Looby Loo” and have Play the song “I Can Do It” by Patty Shukla. Have children to stoop/crouch down, then stand up the children follow the given movements in the the children follow along with the song to jump, with the music. PDM5.1a song. PDM5.2a balance on a log, boogie and other actions. PDM5.3a Pumpkin Crawl Bunny Hop Gather a few large pumpkins. Place them around Have the children pretend to be an animal moving Hula-Hoop Hopscotch the room and encourage the children to crawl around the room. They can hop like bunnies, jump Set up a hopscotch game using hula-hoops. around the pumpkins. Model how to weave in like frogs or stomp like elephants. PDM5.2a Encourage the children to hop on one and two and out of the pumpkin maze. Play Hide and feet along the game path. PDM5.3a Seek around the pumpkins. If you do not have Bubble Wrap Stomp pumpkins, you may use a variety of items for this Secure a large section of bubble wrap to the fl oor Balancing Act activity. PDM5.1a or rug. Have the children take off their shoes, and Put tape lines on the fl oor in varying directions play upbeat music such as “Shake My Sillies Out” such as straight, zigzag or curves. Have the Let’s Pull by Raffi . Have the children follow the movements children try to “balance” as they walk along the Sit on the fl oor, facing the child. Take the end of of the song while dancing on the bubble wrap. tape lines with their hands out. You can even use a long scarf and give the other end to the child. Have the children describe how the bubble wrap stuff ed animal alligators on the fl oor to play a Start by pulling gently on the scarf and show the feels and talk about the noise it makes when the game of “Don’t Fall In.” PDM5.3a child how to pull back. When he/she begins to pull bubbles pop. PDM5.2a hard, pretend to fall over. PDM5.1a Sock Toss Make sock balls out of adult socks or use beanbags for this activity. Toss the balls into a laundry basket, clean waste basket or box. When the children need BRIGHT IDEA more of a challenge, move the target farther away. 24-36 months PDM5.3a For the children who prefer not to dance, provide a small piece of bubble wrap that they can hold and pop as they listen to the music. Crab Walk Have the children sit on the fl oor, putting their TRANSITION TIP hands behind them on the fl oor, then lift their Use diff erent movements to transition the children bottom up. Using hands and feet, move body from one area of the room to another or from one forward or sideways like a crab. PDM5.2a place to another such as having the children march outside to the playground. PDM5 domain PDM: physical development and motor skills Strand: MOTOR SKILLS

#13 Standard: PDM5 – The child will demonstrate gross motor skills. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

PDM5.1b PDM5.2b PDM5.3b Develops emerging Develops coordination Demonstrates coordination coordination and balance. and balance. and balance.

As one-year-olds learn to walk, they are Balance and coordination skills are Three-year-olds are able to gaining more coordination. They can now developed over time as two-year-olds move move in a variety of ways that require use their arms and legs to help keep and play. These skills are necessary for coordination and balance. They can run, themselves balanced. more complex physical activities such as jump or walk to get from one place to jumping, kicking and throwing. another. Some are beginning to learn to skip or to ride a tricycle.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #13 PDM5 – The child will demonstrate gross motor skills.

12-24 months 36-48 months

Follow the Leader Don’t Ring the Bell Walk Like a Penguin Relay Walk around the room with the children following Attach a bell at the top of a hula-hoop. Hold the Use tape or chalk to mark a start and fi nish line. behind you. Have them imitate your actions as you hula-hoop and have the children crawl through Have the children hold a ball between their walk. For example, wave your arms over your head the hoop without ringing the bell. To make it more knees and waddle from the start to the fi nish and or do marching steps. Older children may want to challenging, attach two bells spaced a couple of back. Give the ball to the next child and continue take turns being the leader as well. PDM5.1b inches apart. PDM5.2b until everyone has had a turn. PDM5.3b Egg Hunt Stomp the Bubbles We Scream for Ice Cream Place plastic eggs around the room. Have the Blow bubbles and encourage the children to pop You will need balls and paper towel tubes cut children crawl and/or walk around the room to them with their feet as the bubbles reach the fl oor. in half. Have the children hold a tube with a ball fi nd the eggs. Place the eggs in easy-to-see PDM5.2b balanced on the top to resemble an ice cream locations. You could try this activity with many cone. Give them a starting and ending point diff erent types of objects. PDM5.1b Balance Beam to walk with their tube without the “ice cream” Place a balance beam or series of long blocks on dropping off . PDM5.3b Animal Tracks the fl oor, no more than 2 inches off the ground. Attach bear prints or other animal footprints to Encourage the children to walk along the beam, Ball Juggling the fl oor leading outside. Point to the tracks and supporting them as needed. PDM5.2b During outside time, have the children take turns encourage the children to follow them. PDM5.1b keeping a beach ball in the air by tapping the ball Simon Says with their hands. If the ball touches the ground, Play Simon Says with the children. For younger switch turns to another child. PDM5.3b children, do not try to trick them by not saying “Simon Says” before the action. PDM5.2b Tennis Ball Relay 24-36 months Place one empty container such as a box, bucket, half cone or bowl in each of the four corners of a square area. Place another container with four Pool Noodle Putt-Putt tennis balls in the center of the area. Allow at least You will need pool noodles cut in half and fi ve feet from the middle container to the corners. medium-sized foam balls for this activity. Have Have a child grab a ball from the center container the children use the pool noodle as a club to hit BRIGHT IDEA and run to one of the corners, bend and place the the ball, similar to hitting a golf ball. Encourage When playing Simon Says, some of the children ball in the container, stand up and run back to the the children to follow the path of the ball and hit may need you to model the movement and give middle bucket. Repeat until all four corners are it again. PDM5.2b extra time for them to watch and imitate your fi lled, then do it in reverse to clean up. Divide into movements. teams or use a stopwatch for extra fun. PDM5.3b PDM6 domain PDM: physical development and motor skills Strand: MOTOR SKILLS

#14 Standard: PDM6 – The child will demonstrate ﬁ ne motor skills. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

PDM6.1a PDM6.2a PDM6.3a Gains control of hands and fingers. Coordinates the use of hands Refines grasp to manipulate and fingers. tools and objects. One-year-olds are developing fine motor control. They work hard to position their Two-year-olds are becoming more Three-year-olds will have a strong hands to grab a toy, eventually using one coordinated. They are not only using their preference for a lead/dominant hand, but hand and then just fingers to grab smaller hands to grab objects, but are able to switching continues. When drawing, the objects. The child will often alternate hands recognize that their fingers are an extension lead hand will be holding the crayon while for activities. They will begin to move fingers of their palms which can curl around objects the assist hand is stabilizing the paper. The independently of other fingers – for example, to help secure an item. Switching hands child will progress from being able to copy to poke bubbles or point – and will use to draw continues at this age. As muscles lines and circles to imitating crosses (+) and whole-arm movements to color, holding a strengthen during this year, two-year-olds tracing over triangles and diamonds. The crayon in a closed fist with thumb pointing will be able to make more intentional marks child will attempt to color within the lines, up. A child’s sitting balance improves to on paper using a variety of writing tools. but with limited success. where they no longer need arms for support.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #14 PDM6 – The child will demonstrate ﬁ ne motor skills.

12-24 months 36-48 months

Tear It Up Noodle Game Tissue Tear-Up Give the children newspaper or tissue paper. Place a colander with large holes and some pipe You will need sheets of tissue paper or Encourage them to tear the paper into pieces. cleaners on the table. Demonstrate how the newspaper and empty water bottles. Have the PDM6.1a children can place the pipe cleaners in the holes children tear the tissue paper into pieces, then and have them complete the task. PDM6.2a roll it into balls small enough to fi t into the water Making Marks bottle. Continue to tear and fi ll the bottle. Once Provide the children with paper and a variety of Egg Carton Sort done display their creations. PDM6.3a fat crayons or three to four small crayons taped Give the children an empty egg carton and together. Encourage the children to pick up the several small wooden blocks. Have them pick up Holes in the Box crayons and make marks on the paper. PDM6.1a the blocks and place one block in each cup of the You will need a cardboard box. Cut several holes egg carton. PDM6.2a in the box, about the size of a paper towel tube. Unwrapping Game Have the children fi nd diff erent items that fi t into Wrap a toy in colorful paper. Give the wrapped item Finger Drawing the holes such as pom-poms, small balls or cut-up to the child and have him/her remove the paper. Fill a zip-top bag with colored hair gel. Tape the sections of a paper towel tube. The children may Use diff erent types of paper each time you play top shut for safety. Place the bag on a fl at surface. also use the paper towel tubes as tunnels for the this game. PDM6.1a Show children how to draw designs in the gel with pom-poms. PDM6.3a one fi nger. PDM6.2a Squishy Swap Lacing Beads Using “squishy” stress relief toys/balls, have the 24-36 months Sit with the children on the fl oor or at a table. children hold a hand out in front of their bodies Provide them with large lacing beads and strings. and squeeze the item. Then have them toss it to Encourage them to lace the strings through the a friend to swap. PDM6.3a beads. PDM6.2a Egg Puzzles Provide a variety of plastic eggs in a basket. Demonstrate for the children how to put the eggs together and pull them apart. Encourage the children to continue to practice putting the eggs together and taking them apart. PDM6.2a BRIGHT IDEA TEACHER TIP For the children who have diffi culty lacing beads, Provide the children with large markers and large provide them with yarn and paper towel tubes, pencils for projects. This will help improve cut into 2- to 3-inch sections to lace. children’s handwriting skills. PDM6 domain PDM: physical development and motor skills Strand: MOTOR SKILLS

#15 Standard: PDM6 – The child will demonstrate ﬁ ne motor skills. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

PDM6.1b PDM6.2b PDM6.3b Demonstrates hand-eye Performs simple Uses hand-eye coordination coordination and participates fine motor skills. to manipulate smaller objects in a variety of activities to with increasing control. During this stage of development, a child’s enhance coordination. balance and trunk stability lead to greater Three-year-olds continue to develop control of hand muscles. Two-year-olds One-year-olds are developing eye-hand control in fine motor tasks such as cutting will be able to draw horizontal and vertical and drawing. They are able to move the coordination skills. This means that they are lines, and eventually circles. They typically developing the ability of the eyes to guide scissors in a forward direction and cut along use both hands to open and close scissors. a straight line. They can hold a marker the hands in movements. They need lots of By the time they are three, they should be practice with this skill and a variety of items or crayon with a steady grip and make able to snip paper with the scissors and cut controlled marks on paper. to pick up, push, press and pull. a piece of paper into two pieces.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #15 PDM6 – The child will demonstrate ﬁ ne motor skills.

12-24 months

Leaf Hunt Worms Tong Time Take the children outside to gather leaves. Have Provide homemade or nontoxic play dough. Use kitchen tongs to pick up objects such as the children bend down and pick up leaves to Encourage the children to break small pieces large pom-poms, cotton balls or Unifi x® cubes place in your bag. Make a big pile with all the off and roll them between their fi ngers to make and put them in a container. PDM6.3b leaves and encourage the children to walk and/or “worms.” PDM6.2b crawl through the pile of leaves. PDM6.1b Homemade Blocks Pool Noodle Lacing Provide a variety of homemade blocks such as Fingerpainting Take pool noodles and slice them into round Solo cups, washed milk cartons, shoe boxes or Place paper on the table along with fi ngerpaints. pieces. Provide the children with lengths of rope, washed yogurt containers. Have the children Have the children use their fi ngers to spread the and have them lace the pool noodles onto the build and balance structures with these items. paint around on the paper. PDM6.1b rope. PDM6.2b PDM6.3b Milk Caps Q-tip® Painting Stringing Beads Collect large screw-on milk caps. Have the Place small cups of paint on the table along with Provide opportunities for the children to string children place the milk caps in a small container Q-tips. Have the children use the Q-tips instead beads onto various objects like pipe cleaners, or in a larger one with a slit in the top. PDM6.1b of paintbrushes. PDM6.2b laces or even spaghetti noodles. For variety, try stringing noodles, cereal or buttons. PDM6.3b Beanbag Toss Tape a large piece of construction paper to the fl oor. Have the children toss beanbags toward the paper, trying to land them on the paper. PDM6.1b 36-48 months

24-36 months Making Scraps Give the children paper with various lines such as curved, straight or zigzag. Have the children use Jars, Jars, Jars scissors to cut the paper. You can then have them Provide a variety of plastic jars and screw-on lids. glue their paper scraps onto construction paper for abstract art. PDM6.3b Have the children match up and screw on the TEACHER TIP correct lid for each jar. PDM6.2b Use puzzles with handles on the pieces to help the children turn the piece and place it correctly. SED1 domain SED: social and emotional development Strand: DEVELOPING A SENSE OF SELF

#16 Standard: SED1 – The child will develop self-awareness. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

SED1.1a SED1.2a SED1.3a Identifies image of self. Uses gestures and actions Recognizes self as a to reference self when unique individual. A one-year-old has the awareness that interacting with others. the image she sees is herself and not A three-year-old is excited about another child. Two-year-olds learn that they are the realization that she is distinct and separate from others. They learn ways to has her own unique wants, needs, likes, communicate their new independence dislikes, thoughts and feelings. nonverbally.

12-24 months 36-48 months

Photo Exploration Who Ate the Cookie? Portrait Gallery Display photos of the children engaged in play Place photographs of each child on a cookie cutter Have the children draw a self-portrait using throughout the day. Post the photos of the shaped paper cutout. Put the cutouts in a container a paper plate. Provide crayons, markers and children at eye level and encourage them to such as a cookie tin or animal cracker box. other art materials. Once completed, create a explore and fi nd their pictures. SED1.1a Choose one of the “cookies” and chant, “Who ate class portrait gallery to display the self-portraits. the cookie in the cookie jar?” Show the picture to SED1.3a Take a Selﬁ e! the children and ask the child pictured to stand Use a digital camera and show the children how up. Using the child’s name, say, “Amy ate the Looking Through the Window to hold it and take a selfi e photo. Then have the cookie in the cookie jar.” Hand the child his/her While looking in a mirror, have the child hold children view the photo on the viewfi nder of the cookie and continue until you have pulled out all an empty picture frame or a cardboard cutout camera. SED1.1a of the children’s cookies. SED1.2a resembling a picture frame around his/her face. Have the child describe what he/she sees and Picture This Good Morning Song talk about his/her features. SED1.3a Give each child a half-piece of construction paper Sing the following song during large group and and crayons. Have him/her color the paper. Next, have the child come to the middle of the circle Mirror Paint place a photo of the child in the middle of the when his/her name is called. Sing “Good Morning Provide paint and an unbreakable mirror for each paper, similar to a photo in a frame. You can use Song” to the tune of “Good Night, Ladies”: child. Have the children look in their mirrors and these framed photos as labels for the children’s Good morning, Sarah, paint what they see. Once completed, have the cubbies. You could also attach them to a book Good morning, Justin, children compare their paintings. SED1.3a ring and let the children fl ip through the photos Good morning, Meghan, to fi nd their own pictures. SED1.1a No One Has Fingerprints Like Me We’re glad you’re here today. Provide a sheet of white paper with a picture Continue singing, substituting the children’s of a magnifying glass for each individual child. names until all the children have had a turn to Have each child stamp fi ngerprints inside his/ come to the middle of the circle. SED1.2a her magnifying glass. Have the children use the 24-36 months Only One Me magnifying glasses to compare and contrast prints Recite this fi ngerplay with the children: to identify and discuss unique characteristics. In this whole wide world (Make circle with arms.) SED1.3a Time for Coats I can clearly see (Fingers around eyes, looking As you prepare to go outside, go to one cubby at through.) a time and take out a jacket. Ask, “Whose jacket There is only one YOU (Point to another person.) is this?” Pause to give the children time to identify And there is only one ME (Point to self.) their jackets and respond. SED1.2a SED1.2a SED1 domain SED: social and emotional development Strand: DEVELOPING A SENSE OF SELF

#17 Standard: SED1 – The child will develop self-awareness. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

SED1.1b SED1.2b SED1.3b Says his/her name. Uses pronouns such as Demonstrates knowledge I, me and mine. of personal information. Through interactions with teachers and hearing his name repeated, a one-year-old Two-year-olds like to communicate about Three-year-olds are more independent and begins to recognize when his name individual wants, needs and desires to start to define themselves in more concrete is called. strengthen sense of self. terms as part of their self-identity.

12-24 months

Ring a Bell In My Family Alike and Diﬀ erent Provide each child with a bell or tambourine. Have Use the story starter “In my family…” and have the Read We Are All Alike, We Are All Diff erent by The the children listen as you call out their names. children complete the sentence. Write down what Cheltenham Elementary School Kindergartners. When a child hears his/her name, the child shakes each child dictates. You may have to prompt the Talk about ways the children in the class are the bell or tambourine to make it sound. SED1.1b child with questions such as, “Does your family alike and diff erent. Ask questions about where have a pet?” or “Do you have a brother or sister?” the children live, family structure or physical When I Point to You SED1.2b attributes. Say, “If you have brown hair, stand up. Sing the following to the tune of “London Bridge”: If you live on Murray Street, stand up.” SED1.3b When I point to you, say your name, say your name, say your name. Boy-Girl Graph When I point to you, say your name, Give each child a sticky note with his/her name because we’re glad you’re here! 36-48 months on it. Have a chart divided into two columns, one Point to a child and have that child say his/her labeled “Boy” and the other “Girl.” As you call out name out loud. Continue singing until all the the children’s names, have them place their sticky children have had their names called. SED1.1b I Am, I Have, I Can notes in the appropriate column. You can then talk Create a chart with the headings “I Am,” “I Have” about how many boys and how many girls are in Shout Out Loud the class. SED1.3b During outdoor time, have the children say their and “I Can.” You will need to model the activity names using diff erent voice volumes. Start by before beginning. For example, say, “I am a whispering. Then use their “inside voices.” Finally, teacher, I have brown hair and I can jump really have them shout their names out loud. SED1.1b high.” Ask the children to think about themselves and dictate their responses into the appropriate “I Am,” “I Have,” “I Can” categories. SED1.3b 24-36 months TRANSITION TIP When transitioning from one activity to another, Me I Am! TECH TIP ask the children to identify preferences by Read the book Me I Am! by Jack Prelutsky. Ask Use your smart board as a tool for having the playing “Would you rather?” For example, you each child to think of one thing that is special children make choices, for example: How are you could ask the group, “Would you rather eat ice about him/her. Prompt thinking: “What color is feeling today? Which color apple do you like cream or pizza?” Then have each group move your hair?” or “Do you have freckles?” SED1.2b best? What are you having for lunch? to the next activity. SED1 domain SED: social and emotional development Strand: DEVELOPING A SENSE OF SELF

#18 Standard: SED1 – The child will develop self-awareness. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

SED1.1c SED1.2c SED1.3c Shows knowledge Shows sense of Shows sense of satisfaction of his/her own satisfaction in his/her own in his/her own abilities, abilities/preferences. abilities/preferences. preferences and accomplishments. With the support of adults, one-year-olds Two-year-olds need ample opportunity to need to explore their environment and see initiate and direct their own activities to feel Three-year-olds show pride in what they can options in order to identify their abilities and competent and to strengthen their sense do. Teachers should provide a balance of form preferences. of self. Teachers can provide a safe and independent and supervised experiences comfortable learning environment filled with to help empower children’s decision-making praise, support and reinforcement. and problem-solving skills.

12-24 months 24-36 months 36-48 months

Stack It Mystery Puzzle Wall Mural Provide a variety of choices of stacking and Take the pieces to a fl oor puzzle out of the box Cover one wall with butcher paper at the children’s nesting toys such as cups, foam blocks or rings. and put them in a basket. Have the children work eye level. Place crayons, markers and pencils near Have the children choose from the selection to together, with your support, to assemble the the paper and invite the children to create artwork practice stacking and nesting. SED1.1c puzzle without referring to its picture. SED1.2c on the paper. Prior to the children beginning the mural, explain the rules such as no coloring over Read All About It Little Cloud on someone else’s work. SED1.3c In a small crate or basket, keep a variety of books Read the book Little Cloud by Eric Carle. After for the children to choose from. Include board reading the book, ask the children what kind of Can You Fix It? books, simple text picture books, wordless books clouds they would be and give them cotton balls Label a box or tub as the “Fix-It Box.” As toys and and books with rhyming text. Have several times to form the shapes of their clouds. You can have books need repair, place them in the box. Also throughout the day when the children can choose the children glue these onto squares of paper to include tape and simple tools the children can books from the basket to look at independently or place in the window. SED1.2c use to repair the items. Off er the children the to have an adult read to them. SED1.1c opportunity to assist you with repairs. SED1.3c Art Review Rock Mold Have the children draw or paint pictures of their Now Build This Collect a variety of rocks and put them in a basket choice, show the pictures to the class and talk Create simple sketches of block structures and or bowl. Provide the children with play dough about them. Prompt them with statements such post them in the Block Area. Have the children in a choice of colors. Have the children pick out as, “Tell us what you used to make your picture,” recreate the structures by following the plan in rocks to push into the play dough to make 3-D art or “Tell us about the colors you used.” SED1.2c the sketch. When fi nished, take a photograph and sculptures. SED1.1c place it next to the sketch that is posted. SED1.3c

TEACHER TIP TEACHER TIP Provide the children with intentional, behavior- Acknowledge children’s accomplishments and specifi c feedback. For example, “Marco, you preferences. “I see you working hard to stack the worked hard to build that tower of blocks! It is so blocks, Sara!” and “I noticed you don’t like the tall!” or “Wow, Emilie, the colors you’re painting applesauce, Jamal.” with are mixing together to make a new color!” SED1 domain SED: social and emotional development Strand: DEVELOPING A SENSE OF SELF

#19 Standard: SED1 – The child will develop self-awareness. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

NO SED1.2d SED1.3d INDICATOR Shows emerging Shows emerging sense independence by of independence in his/her occasionally resisting own choices. adult control. Three-year-olds are able to make Two-year-olds often test adult limits many choices on their own. Adults can and rules as a way to enhance their provide positive guidance and reinforce the independence and sense of self. Adults importance of making good choices as should provide positive guidance the child becomes more independent. while helping children feel competent and independent.

24-36 months 36-48 months

Can-Do Kid Put Away the Laundry Morning Check-In Provide several dressing boards with items such Wash the doll clothes or dress-up clothes from Each morning, off er the children the opportunity as zippers, laces, snaps, buttons with buttonholes dramatic play. Put them in a laundry basket and to answer a question or make a choice on paper. and buttons with loops. Have the children use encourage the children to fold and put away the Drive your plans for the day by asking something these to practice the skills needed for independent clothing in the proper places. SED1.3d that is related to what you will be doing later. dressing. SED1.2d Then, begin the day by reviewing the answers. A Rainbow of My Own Draw a line down the middle of the paper and My Kind of Bread Read the book A Rainbow of My Own by Don put a beach picture on one side and a snowman Provide refrigerated bread dough and give each Freeman. After reading, give the children their picture on the other. Ask the children to make a child an equal portion. Have the children roll their choice of colored paper and crayons and have mark under the one they enjoy most. Older three- dough and form it into any shape they want. Once them create their own unique rainbows. SED1.3d year-olds may be able to begin to write their fi nished, bake. When cool, have the children eat names in the column of their choice. SED1.3d their unique creations. SED1.2d Only One Me Teach the children the following poem. Choices, Choices Pitcher Pour In this whole, wide world During outside time, provide a variety of choices Use a sensory tub partially fi lled with water. (Make a big circle with your arms.) for the children and have them choose one thing Provide a variety of pitchers or teapots. Have the I can clearly see they want to do before free play. Choices could children fi ll a pitcher or teapot with water and (Fingers around eyes, looking through.) include playing with a parachute with a group, practice pouring into cups. Position yourself to be There is only one YOU (Point to other person.) building a structure with big blocks or painting an available to help if needed. Provide paper towels And there is only one ME (Point to self.) outdoor mural with a group. SED1.3d for the children to clean up any spills. SED1.2d SED1.3d Family Feeding Time Serve meals and snacks family style. Have the children help set the table and serve themselves from small serving bowls. Have the children assist with cleanup after the meal is over. SED1.2d TEACHER TIP Puzzle Time To encourage the children’s emerging sense of Trace several diff erent items found in the independence, encourage them to make choices classroom onto construction paper such as TEACHER TIP throughout the day in diff erent ways. For a magnifying glass, puzzle piece, plate and Provide the children with small brooms and example, they can choose where to sit during truck. Encourage the children to go around the dustpans to clean up paper pieces and other group time, which art materials to use or which classroom and fi nd the matching pieces. SED1.2d small messes in the classroom during center time. song to sing and/or dance to. SED2 domain SED: social and emotional development Strand: DEVELOPING A SENSE OF SELF

#20 Standard: SED2 – The child will engage in self-expression. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

SED2.1a SED2.2a SED2.3a Uses sounds, facial expressions Uses verbal expressions Uses a combination of words, or gestures to express needs and gestures to communicate phrases and actions to and preferences. needs, opinions, ideas communicate needs, ideas, and preferences. opinions and preferences. One-year-olds use sounds, facial expressions or gestures to communicate. Two-year-olds build expressive language Three-year-olds use a combination This need builds on the foundation for skills by using gestures to support of verbal and nonverbal communication healthy self-expression. communication and by putting needs, wants skills. They are building vocabulary and preferences into words. skills to express individual ideas.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #20 SED2 – The child will engage in self-expression.

12-24 months 24-36 months 36-48 months

Mirror, Mirror Talk It Out Pass the Peas, Please Seat the children at the table. Give them plastic During greeting time as the children enter the room, Using toy food in dramatic play, model for the mirrors and have them make diff erent faces in the ask, “What do you want to do today?” Have a chart children how you would ask them to pass you mirror. Prompt them to make faces with questions with simple activity cards such as puzzles, blocks, something. Say, “Please pass me the peas.” Have such as, “Can you make a happy face? Can you dolls or paint. Have each child pick one with his/ them ask a friend to pass something. Continue wrinkle your brow like this and look worried? Can her answer and put it on the chart. During large until all the children have had a turn. SED2.3a you make your mouth into a frown?” SED2.1a group, total the number from the chart: “Today we have four children who want to play blocks, three Tell Us About It Sound Express who want to play puzzles, one who wants to play During large group, give the children the Encourage the children to use sounds and with dolls and one who wants to paint.” SED2.2a opportunity to use a microphone to share with facial expressions to convey their needs and the other children. You can prompt their thinking preferences. Prompt them by asking questions Gossie with questions such as, “Can you tell us your such as, “Can you show me what you are looking Read the book Gossie by Olivier Dunrea. When favorite thing about school?” SED2.3a for?” or while comforting a child ask, “Does this you are fi nished, talk about how Gossie felt make it better?” SED2.1a when she lost her red boots. Ask the children, Survey of the Week “What would you do if you lost a favorite toy?” or Create a survey question posted in the classroom Snuggle Puppy “What could you do to help a friend who has lost weekly. Keep it simple so that the children can Provide each child with a soft, stuff ed animal as something?” SED2.2a express their opinions with a “yes” or “no” you read the book Snuggle Puppy by Sandra answer. Use questions such as, “Do you like Boynton. Encourage the children to snuggle with Telephone Talk chocolate milk?” or “Do you like snow?” SED2.3a their animals as you read. At the end, have the Provide a variety of play telephones to use in the children blow kisses to their animals. SED2.1a classroom. Have the children use the phones to express how they feel. Encourage the children to call a friend and tell the friend about it. SED2.2a Lulu’s Lunch TEACHER TIP Read the book Lulu’s Lunch by Camilla Reid. As Family Style Dining (FSD) is a great way to you read, have the children raise their hands to encourage the children to use words, phrases express their preferences for bananas, spaghetti, and actions to communicate their wants and TEACHER TIP both or neither. SED2.2a needs. Each table has a serving of each meal Teach the children some simple, nonverbal cues component including fruit, veggie and main to use in the classroom such as thumbs up/ course. The children are encouraged to request thumbs down to express a preference. and pass components to and from one another. SED2 domain SED: social and emotional development Strand: DEVELOPING A SENSE OF SELF

#21 Standard: SED2 – The child will engage in self-expression. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

SED2.1b SED2.2b SED2.3b Displays a range of basic Uses verbal and nonverbal With adult guidance, uses verbal emotions such as happiness, expressions to demonstrate and nonverbal expressions to sadness and fear. basic emotions such as anger, demonstrate a larger range of happiness and sadness. emotions, such as frustration, One-year-olds experience a healthy jealousy and enthusiasm. range of emotions and express these Two-year-olds begin to learn how to emotions to others using nonverbal express more complex emotions in healthy and verbal communication. Three-year-olds are able to process and and appropriate ways, with adult communicate complex emotions in healthy support and modeling. and appropriate ways. Teachers can help by modeling appropriate responses and labeling the child’s feelings. “You look frustrated. That puzzle is hard to put together, isn’t it?”

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #21 SED2 – The child will engage in self-expression.

12-24 months

Felt Faces Body Lingo Basket Full of Feelings On a felt board, display cutouts that represent Share with the children how we sometimes Provide plastic eggs and squares of paper with a range of feelings such as happiness, sadness show emotion with our bodies. Demonstrate that a diff erent emotion depicted on each. Place a and fear. Refer to the board throughout the day to crossing your arms means angry, putting your square inside each egg. Have the children “crack” help the children learn to label their emotions. head in your hands shows frustration and raising the eggs open and share the emotions. You may Ask questions such as, “Which one looks sad?” your hands in the air means happy. After you have to read out the feeling or use a photo. Say, and mimic the facial expression. SED2.1b model, have the children follow along. Sing the “Tell about a time you felt that way,” or “What song “If You’re Happy and You Know It” and use would make you feel that way?” SED2.3b Calm-Down Time the words “frustrated,” “sad” and “happy” with the Read the book Calm-Down Time by Elizabeth corresponding body language. SED2.2b Paper Plate Feelings Verdick. As you read the story, model deep Provide paper plates with a diff erent facial breathing for the children and have the children expression drawn on each, such as happy, sad, practice taking deep breaths. SED2.1b excited or angry. Read The Way I Feel by Janan Cain. Show the children each plate and ask what Little Miss Muﬀ ett feeling the plate shows. Follow by asking what Recite the nursery rhyme “Little Miss Muff ett” when TEACHER TIP Modeling and describing are eff ective teaching makes them feel that way, such as “What makes you are outside with the children. Then have the you happy? What makes you sad?” SED2.3b children act out the rhyme as you say it. You can techniques for children. When doing activities have them pretend to eat and then be frightened model and describe what you are doing. away when the spider sits down. SED2.1b

BRIGHT IDEA 36-48 months Use photos of the children expressing diff erent 24-36 months emotions to help them identify how they feel. When possible take pictures of the children in your classroom. Feelings Meter Lots of Feelings Make a feelings meter from poster board divided Read the book Lots of Feelings by Shelley into six sections. Label each section with a Rotner. As you read, have the children mirror the diff erent emotion such as happy, mad, grumpy, faces seen in the book and talk about grumpy, sleepy, shy, worried. Attach an arrow with a brass TEACHER TIP thoughtful and shy feelings. SED2.2b fastener and have the children turn it to indicate Use the Feelings Meter to introduce new words how they are feeling throughout the day. SED2.3b like “melancholy” for sad or “irritated” for angry. SED3 domain SED: social and emotional development Strand: SELF-REGULATION

#22 Standard: SED3 – The child will begin to demonstrate self-control. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

SED3.1a SED3.2a SED3.3a Follows simple routines Displays understanding of Remembers and follows simple in a group setting with adult engaging in routines, rules and group rules and displays support, such as eating, appropriate social behavior. appropriate social behavior. napping or playing. With teacher support, two-year-olds are Three-year-olds can follow simple Routines in a one-year-old classroom gaining awareness of the importance of classroom rules such as “Walk slowly in help establish expectations and reinforce routines and rules. They are gaining insight the hall.” Teachers provide support and appropriate behaviors. Teachers establish into socially appropriate behavior. guidance as three-year-olds learn social simple routines, teach the routines and norms and what behavior is appropriate help guide toddlers as they practice in various social situations. mastering them.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #22 SED3 – The child will begin to demonstrate self-control.

12-24 months 24-36 months

Oh, Before We Eat No No Yes Yes Speeding Ticket Sing daily with the children when it’s time to wash Read the book No No Yes Yes by Leslie Patricelli. One of the typical rules for the classroom is hands. Make up your own words or use these to Point out the things the baby did that had a “no” walking feet. Print up cute speeding tickets and the tune of “If You’re Happy and You Know It”: response and those things the baby did that had give them to the children when you observe Oh, before we eat we wash our hands a “yes” response. You can give the children other that they are not using walking feet inside the (Scrub, scrub.) scenarios once you have read the book such as, classroom. This will remind them that they should Oh, before we eat we wash our hands “Would you hit your friend? No, No!” SED3.2a not run in the classroom. The children have to (Scrub, scrub.) “pay their tickets” by walking slowly from one spot Oh, it’s very smart we think, to another in the classroom. SED3.3a To wash those germs right down the sink. Oh, before we eat we wash our hands Hippos Go Berserk! (Scrub, scrub.) SED3.1a Read the book Hippos Go Berserk! by Sandra Boynton. Retell the story using a puppet and ask Cleanup Caddy questions such as, “What would happen if all Provide caddies or baskets the children can carry 36-48 months those extra hippos showed up at your party?” Ask to gather small toys at cleanup time. Once toys are the children, “Would you have enough snacks?” or in the caddies, have the children bring them to “Would you have enough toys for all your friends you to help put away in the correct place. SED3.1a to play with?” SED3.3a Where the Wild Things Are Follow the Leader Read the book Where the Wild Things Are by Play a simple game of “Follow the Leader” as part Maurice Sendak. Have the children chart what of a daily routine such as cleanup time. Encourage they think would have happened if Max had not the children by saying, “Follow the leader and created mischief and what Max would have been throw away your napkin.” SED3.1a able to do instead. SED3.3a

TEACHER TIP TRANSITION TIP TEACHER TIP Acknowledge the children’s behavior when you To minimize frustration during transitions, give You can point out when children model see them following class rules and expectations. the children a fi ve minute prompt beforehand, appropriate behaviors. For example, you could Be intentional and specifi c! For example, if a rule letting them know what is coming next. “Cleanup say, “I notice that Danny is looking straight ahead is Be Kind, you could say, “Mia, you are helping time is in fi ve minutes, then we go outside.” and has safe hands.” your friends clean up. That is so kind.” SED3 domain SED: social and emotional development Strand: SELF-REGULATION

#23 Standard: SED3 – The child will begin to demonstrate self-control. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

SED3.1b SED3.2b SED3.3b Self-soothes with minimal Self-soothes Regulates own emotions adult support. independently. and behaviors with adult support when needed. As one-year-olds grow, they develop As social and emotional demands increase, healthy ways to self-soothe and cope in an important tasks for two-year-olds to learn Learning to regulate emotions requires effective way. They practice self-control and are greater self-control and ways to soothe self-control and healthy coping skills. start to learn how to follow. themselves. They still need continued adult Teachers can help guide children by support and guidance. providing healthy outlets for emotions and emotional support as needed.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #23 SED3 – The child will begin to demonstrate self-control.

12-24 months 24-36 months

A Hand to Hold Counting Can Main Squeeze When a child is upset or angry, use the phrase, Make a counting can from a Pringles® chips can. You will need a basket and a variety of squeeze “Would you like a hand to hold?” Off er your hand. Cover and decorate it. When a child needs to self- stress balls. Have this basket with the stress balls Once the child begins to calm down, lead him/her soothe, have him/her open the can and blow into located where the children can easily reach them. to choose a book or a soft item to hold. SED3.1b it, counting breaths. You can have the child start Talk to the children about having a healthy outlet out by counting to fi ve. SED3.2b when they are frustrated or angry and explain that Boo-Boo Bunny when they are having those feelings they can pick You will need a washcloth, reusable ice cube and Hug It Out a stress ball and squeeze it out. SED3.3b some yarn. Fold the washcloth in half diagonally Have a large teddy bear or another stuff ed animal. to form a triangle, then roll it from the open corner When a child becomes upset, have him/her go to Balance a Butterﬂ y to the long side. Fold the rolled washcloth in half the animal and hug it. Give the child time to talk to Give each child a cutout of a butterfl y or a similar and tie a piece of yarn around it to form the ears the teddy and self-soothe. SED3.2b shape. Have the child sit quietly and try to balance of the bunny. The reusable ice cube should fi t in the butterfl y on his/her nose, holding it there for the section beneath the ears. Use this to soothe Paper Crunch several seconds. After having the opportunity the children when they get “boo-boos.” SED3.1b Provide a basket with a variety of types of paper to practice in a group several times, give all the for the children to crunch up into balls when they children butterfl ies to keep in their cubbies. Self-Talk Role Model feel frustrated or angry. Place the basket in a safe Encourage the children to use this technique Use self-talk to help the children understand how place in the classroom, away from other activities. when they feel the need to calm down. SED3.3b you cope with strong feelings. They will watch SED3.2b you and learn through your words and actions. Demonstrate how to manage feelings. For example, say, “I spilled the milk all over the fl oor. Now I have to clean it up,” or say, “I am so upset. I am going to close my eyes and count to fi ve.” SED3.1b 36-48 months

Mad Jar TEACHER TIP Create a “mad jar.” When a child gets upset, he/she Teach the children calming techniques such as TEACHER TIP goes to the “mad jar,” opens the lid and shouts into breathing, counting or holding a preferred soft Provide a cozy area in the classroom. It will serve the jar. After letting out his/her shout, the child puts object. The children will be able to use these as a great place for children to calm themselves the lid back on the jar. Consider decorating the jar techniques whenever they feel overwhelmed, independently with minimal disruption to others. with words or facial expressions. SED3.3b frustrated or angry. SED3 domain SED: social and emotional development Strand: SELF-REGULATION

#24 Standard: SED3 – The child will begin to demonstrate self-control. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

SED3.1c SED3.2c SED3.3c Demonstrates the Regulates some impulses Regulates impulses with beginnings of impulse control with adult guidance. adult guidance. with adult guidance. With teacher’s guidance and support, With teacher support and guidance, With teacher’s guidance and support, two-year-olds become more aware of their three-year-olds start to recognize impulses one-year-olds start to gain knowledge of behavior and potential consequences. and utilize strategies to control them. social expectations and rules to improve impulse control.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #24 SED3 – The child will begin to demonstrate self-control.

12-24 months 24-36 months 36-48 months

Stop and Go! Remote Control Oh No, George! Introduce a simple game of “Stop and Go” on the Use a remote control or make a large, pretend Read the book Oh No, George! by Chris Haughton. playground. As you call out various instructions remote out of a shoe box. While playing music, have Talk to the children about George and why it was such as walk, hop or run, have the children go from the children dance when you “turn the remote on” so hard for George to be a good dog. Ask questions one side of the playground to the other. SED3.1c and stop when you “turn it off .” SED3.2c such as, “What would you have done if you were George and wanted to eat that delicious cake?” Freeze Dance Freaky Freeze SED3.3c Play music for the children to dance freely, then Play music and have the children dance freestyle “freeze” when the music stops. Try diff erent kinds while the music is playing. When you stop the Classroom Rules of music with diff erent tempos and beats. SED3.1c music, show the children a picture of a pose such Have the children help create three to four as standing on one leg. They should freeze in that classroom rules. Be sure the rules tell the children Kleenex® Kick pose. When the music begins again, the children what to do, stated in the positive. For example, “Use Provide each child with a Kleenex® or other will dance freestyle. SED3.2c gentle touches.” Discuss why the rules are important facial tissue. Have the children sit on the rug with and post the rules in the classroom. SED3.3c legs straight out. Play music and have them kick Bubble-Oke tissues with their feet until the music stops. When During outdoor time, sing or play a silly song. Have Sometimes I’m Bombaloo music starts, they kick the tissues again. SED3.1c the children blow bubbles while you are singing Read Sometimes I’m Bombaloo by Rachel Vail. As or while the song is playing. Once the song stops, you introduce the book and title, ask the children the children should stop blowing bubbles. Songs what they think it means to feel “bombaloo.” you might want to use are “Aiken Drum” or “The Encourage them to listen carefully to the story to Noble Duke of York.” SED3.2c see if they can fi gure out what it means, then pause while reading to see if the children can guess. After fi nishing the book, ask, “What makes you angry? What do you do when you feel upset? How do you stop being angry or calm yourself down?” SED3.3c Ready, Set, Go! Game This is a race that requires children to wait for the words “Ready, Set, Go.” Substitute the word “Go” BRIGHT IDEA TEACHER TIP with another word such as “Grow”: “Ready, Set, Children can also do a Kleenex® toss instead of Label the children’s emotions for them. “I see you Grow.” Make the connection between the children a Kleenex® kick. Have them toss their tissues are frustrated that it’s not your turn.” This helps being able to control their bodies in the game. until the music stops. identify their emotions and minimize tantrums. SED3.3c SED3 domain SED: social and emotional development Strand: SELF-REGULATION

#25 Standard: SED3 – The child will begin to demonstrate self-control. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

SED3.1d SED3.2d SED3.3d Accepts transitions Responds to transitions and Manages transitions and and changes to schedules/ changes to schedules/routines. adapts to changes in schedules routines with adult support. and routines with adult support. Teachers can provide support and Teachers must provide one-year-olds guidance as two-year-olds learn to expect Three-year-olds are learning how to manage comfort and reassurance to help prevent and anticipate changes and transitions. changes in schedules. Teacher comfort and undue stress during changes and This will help children respond in a more reassurance will help prevent undue stress transitions. Learning to adjust to change positive and flexible way. during changes and transitions. and transition helps children respond in a more positive and flexible way.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #25 SED3 – The child will begin to demonstrate self-control.

12-24 months 24-36 months 36-48 months

Star Wand Countdown Timer Action Cards Use a wand with a star on top to sing this Use a countdown timer to help the children be Create a set of transition action cards for the transition song to the tune of “Twinkle, Twinkle, prepared for transitions. This can be done with a children to use as they move from one activity Little Star”: phone or an alarm clock. If you have a computer to another. Include things such as ice skate, row Twinkle, twinkle, little star, or tablet in the classroom, there are websites and your boat, monster walk, tippy toe and dance. Stop and clean up where you are. apps for downloading a timer. SED3.2d Try diff erent ones throughout the day. Say, “Let’s Time to put the toys away. monster walk to the playground,” or “Everyone We will play another day. Time to Watch and Listen tiptoe to the table for snack.” SED3.3d Twinkle, twinkle, little star, When you want the children to come to the rug Stop and clean up where you are. for story time or other large group activities, sing Froggy Goes to School You can wave the star wand around as you help this transition song to the tune of “Sing a Song of Read the book Froggy Goes to School by the children clean up. SED3.1d Sixpence”: Jonathan London. Have the children recall the It’s time to watch and listen; diff erent things Froggy does at school and how Are You Ready? We’re going to read a book. this compares to their own days at school. You Before going outside, sing this song as you help We’ll sit down on the rug can chart their answers or do a comparison the children put on their jackets, gloves and hats. and use our eyes to look. graph. SED3.3d You can also use nonverbal cues to line up the We’ll look at the pictures and hear the words too. children such as taking a child by the hand or Oh, what fun it is to share this book with you. Word of the Week pointing to a child to line up. Sing to the tune of Change the words to fi t whatever activity you are Pick a word of the week. It may be related to your “The Mulberry Bush”: doing in large group. SED3.2d current unit of study or it can be a vocabulary Let’s get ready to go outside, word from a story you are reading. Introduce Go outside, go outside. Cleanup Train the word to the children early in the week. Use Let’s get ready to go outside Call all of the children to get on the cleanup train. this word to get their attention during the day. So we can run and play. SED3.1d Have them line up, holding onto the child in front. When you say the word, the children should stop Begin chugging around the room and stop at the what they are doing and wait for instruction from Bye-Bye Time fi rst area that needs to be cleaned up. Have all you. This is a great way to manage a fi ve-minute Read the book Bye-Bye Time by Elizabeth the children pitch in to help. Then get back on the warning that signals that it’s cleanup time or that Verdick. Establish a ritual, such as a deep breath train and move to the next area. SED3.2d outside time is almost over. SED3.3d and a big wave, that the children can use to tell their family members goodbye when they are dropped off in the morning. SED3.1d SED4 domain SED: social and emotional development Strand: DEVELOPING A SENSE OF SELF WITH OTHERS

#26 Standard: SED4 – The child will develop relationships and Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months social skills with adults.

12-24 months 24-36 months 36-48 months

SED4.1a SED4.2a SED4.3a Engages in interactions with Stays connected with familiar Shows signs of security familiar adults and responds to adults using gestures, glances and trust when separated unfamiliar adults cautiously. and verbal interaction. from familiar adults.

One-year-olds are becoming more Two-year-olds need reassurance from Loving relationships with familiar adults adventurous due to their need to explore, trusting adults that they are safe, secure serve as the foundation for three-year-olds but still need a safe and secure base to and free to learn and explore. to confidently explore and initiate new return to when they experience something experiences independently. new. They are slow to warm up to unfamiliar adults.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #26 SED4 – The child will develop relationships and social skills with adults.

12-24 months 24-36 months 36-48 months

Who’s That? The Kissing Hand Meeting Someone New Use picture cards to introduce adults in various Read The Kissing Hand by Audrey Penn. At During circle time, discuss the idea of meeting job roles such as a fi refi ghter, a chef, a police the beginning of the year, the children may be someone new such as an adult or a teacher. offi cer and a mail carrier. SED4.1a hesitant to leave their families. Encourage each Practice steps on how to introduce yourself and family to draw a heart on their child’s hand and engage in conversation. Practice this skill by role Hello There kiss it before they leave each day. SED4.2a playing as a group with all the children. SED4.3a Establish a greeting ritual with the children when unfamiliar adults enter the classroom. Teach Mail Carrier Table Etiquette the children to smile, wave and say “hello” or Create a mailbox in the classroom and encourage Have the children participate in the next meal “welcome.” SED4.1a the children to write and receive letters from family style. Discuss social skills such as table teachers and family members. For example, the manners and table etiquette. Use this opportunity Meet the Teacher family can write a letter to their child and leave it to discuss turn-taking with foods being served A few months before the children transition to the in the mailbox for him/her. It may be about special and how to engage in conversation at the table next classroom, invite their new teacher to meet plans that evening or something they will have to with teachers and other adults. SED4.3a them. Ask the new teacher to read a book with do while they are at work. The teacher will read the the children such as Are You My Mother? by P.D. letters to the children. SED4.2a Let’s Talk About Strangers Eastman. Talk about how the little bird met lots of Read a book about strangers such as The animals she didn’t know while trying to fi nd her I’m Okay Berenstain Bears Learn About Strangers by mother. Sit with the children to make them feel Teach the children an “okay” gesture. Throughout Stan and Jan Berenstain. Talk to the children to comfortable. SED4.1a the day, check in with the children. When they see make sure they feel secure when separated from you use the okay gesture, they should do it back to familiar adults. SED4.3a Hello, Family! let you know “everything is okay.” SED4.2a When a familiar adult enters the room to pick up a child, greet the adult with the child, speaking from the child’s perspective. “Hello, Daddy! I’m glad to see you! I missed you today!” SED4.1a TEACHER TIP Building responsive, nurturing relationships with TEACHER TIP the children is key to developing their social and Create a calm, loving environment by greeting the emotional competence. One easy way to build children at the door each morning, developing relationships is to show an interest in what they consistent routines and encouraging the children are doing and engage in preferred activities with in their eff orts. them, perhaps during center time or outside time. SED4 domain SED: social and emotional development Strand: DEVELOPING A SENSE OF SELF WITH OTHERS

#27 Standard: SED4 – The child will develop relationships and Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months social skills with adults.

12-24 months 24-36 months 36-48 months

SED4.1b SED4.2b SED4.3b Shows feelings of security Looks to familiar adults Uses a familiar adult’s with familiar adults. for reassurance when facial expression to decide trying new tasks. how to respond. Forming trusting relationships with responsive teachers helps one-year-olds Two-year-olds are developing confidence to Learning to respond appropriately to social know that their needs will be met, and they explore, initiate and persist when trying new cues and seeking the approval of familiar feel loved and cared for. activities. They have the reassurance adults are the foundation for making good of knowing that there are trusted adults choices. Three-year-olds are learning to use present to offer support and guidance. the facial expressions of trusted adults to help them decide how to act.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #27 SED4 – The child will develop relationships and social skills with adults.

12-24 months

Hugs, Hugs and More Hugs! Floor Puzzles Don’t Let the Pigeon Upon arrival, initiate a hug with the child and Sit with the children on the fl oor and give them Read one of the books from the Pigeon series encourage him/her to respond. SED4.1b a fl oor puzzle. Talk about the diff erent pieces such as Don’t Let the Pigeon Drive the Bus! by as they pick them up. Say, “That piece has a Mo Willems. Encourage the children to imitate the I Love You! lot of yellow on it. What do you think that is?” pigeon as he pleads and begs to be allowed to Lead the children in singing the “I Love You” song Encourage the children if they look puzzled or drive the bus. SED4.3b to the tune of “This Old Man”: unsure. Say, “I see you are trying to fi t that piece I love you, you love me, into the puzzle. Try turning it a little bit.” SED4.2b How Would You Feel? We’re a happy family. Create a graph titled “How Would You Feel?” On With a great big hug and a kiss from me to you. the graph, draw two or three facial expressions Won’t you say you love me too? SED4.1b such as happy, sad and angry. Share several examples with the class and ask, “How would you What I Like feel if this happened to you?” Examples may be: Plan morning activities based on what the children if a friend takes your toy, a friend asks to play with enjoy playing with. For example, welcome each 36-48 months you or when a friend is sick. Help the children child as he/she arrives and say, “I’ve been waiting mark the graph under the appropriate expression. for you! Here is a basket of books about puppies SED4.3b and your favorite stuff ed dog. Why don’t you read to the dog with your mom for a bit?” SED4.1b Copy Me Sit with a few children and make diff erent facial expressions. Encourage the children to guess which emotion you are expressing. Next, encourage the children to make the same face. 24-36 months You can be silly with this activity. SED4.3b

I Can Help You TEACHER TIP Encourage the children to work on skills while Use self-talk throughout the day as you experience you remain available for reassurance. Give the TECH TIP diff erent emotions. For example, when you are children a variety of bottle caps. Ask them to look Have a variety of clip art pictures on the smart feeling frustrated, be sure to say, “I am feeling at the bottle caps to see if they can fi nd any that board depicting several scenarios and facial frustrated right now because…” This will help the match. Acknowledge their eff orts and be available expressions. Have the children describe how they children as they encounter new emotions and for assistance. SED4.2b would react to seeing that scenario or emotion. begin to recognize emotions in others. SED4 domain SED: social and emotional development Strand: DEVELOPING A SENSE OF SELF WITH OTHERS

#28 Standard: SED4 – The child will develop relationships and Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months social skills with adults.

12-24 months 24-36 months 36-48 months

SED4.1c SED4.2c SED4.3c Shows beginning signs of Shows nonverbal affection Shows affection to familiar affection with familiar adults. to familiar adults. adults by using words and actions. With the support and guidance of teachers, Two-year-olds still lack the words to express one-year-olds start gaining awareness of their complex feelings. They find healthy Three-year-olds are gaining insight caring feelings. The affectionate feelings of ways to express caring feelings nonverbally into their own thoughts and feelings. They others reinforce healthy relationships. through gestures and signs. are learning the appropriate words and actions to express themselves.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #28 SED4 – The child will develop relationships and social skills with adults.

12-24 months 36-48 months

Hugs and Kisses Good Dog, Carl Heart Cookies Create a set of cards that show pictures of diff erent Look at the wordless book Good Dog, Carl by Bake heart-shaped cookies with the children. ways to express aff ection such as hug, kiss, high Alexandra Day with the children. Talk to them Encourage them to frost and decorate a cookie fi ve, smile, butterfl y kiss, nose rub. Turn the cards about the expressions on the faces of both the dog to give to other children or to their families. Give over and encourage a child to pick a card. He/she and the baby. Ask, “How do you think the dog and the children a large conversation heart made from shows it to you, then acts out the card, such as the baby are feeling? How can you tell?” SED4.2c paper to write a word of aff ection such as “LOVE” give a hug. SED4.1c or “NICE.” SED4.3c High Five! I Love You Books Show the children how to “high fi ve.” Explain Stinky Face Create a basket of books that are about emotions that is what you do if you want to congratulate Read I Love You, Stinky Face by Lisa McCourt. Let and aff ection such as I Love You Through and someone or let someone know he/she has done the children come up with silly possibilities to talk Through by Bernadette Rossetti-Shustak. Invite a good job. High fi ve the children when they have about a family’s unconditional love such as “What the children to pick out a book and come sit on accomplished a task. Encourage them to high fi ve if I didn’t take a bath for three weeks, would you your lap to read throughout the day. SED4.1c each other. SED4.2c still love me?” SED4.3c Naptime Emotion Animal Game As the children get ready for naptime, read I Love Create two large dice from wooden blocks. One You, Good Night by Jon Buller. The children can die is for animals and one die is for emotions. The learn some very silly and some very sweet ways child rolls both dice and acts out what they roll, for to say, “I Iove you.” SED4.1c BRIGHT IDEA example, “Sad” and “Dog.” SED4.3c Some children respond well to nonverbal cues. Show them how to do an air high fi ve that you can use from across the room or the playground. 24-36 months

Butterﬂ y Kiss Pat My Back TEACHER TIP Show the children how to kiss like a butterfl y by Sit with the children at the beginning of naptime. Provide children with many opportunities to placing an eye next to someone’s cheek and Help them calm down by gently rubbing or patting express their emotions throughout the day. You blinking. The eyelashes tickle the cheek. SED4.2c their backs. Later, give them the opportunity to act can do this by acknowledging their change in this out with baby dolls. SED4.2c facial expressions or by asking them how something makes them feel. SED4 domain SED: social and emotional development Strand: DEVELOPING A SENSE OF SELF WITH OTHERS

#29 Standard: SED4 – The child will develop relationships and Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months social skills with adults.

12-24 months 24-36 months 36-48 months

NO SED4.2d SED4.3d INDICATOR Occasionally seeks out Seeks out adult for help. adult for help. Three-year-olds enjoy their independence Two-year-olds are becoming more but are willing to seek help from an independent and will continue to explore adult when needed. Adults can use this their environment. When needed, they will opportunity to teach new skills and seek help from an adult when tasks are too to guide behavior. difficult even though they really want to do it on their own. Adults can use this opportunity to teach new skills and to guide behavior.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #29 SED4 – The child will develop relationships and social skills with adults.

24-36 months

How We Get Help May I Help You? Help Needed Create a short story to teach the children how to Set up a clothing store in dramatic play. In the diff erent centers, place signs that the ask for help in the classroom. Keep the text simple Encourage the children to pretend to be shoppers children can turn around when they need help and add pictures to match. Say, “When we play and clerks in the store. When shoppers enter the from a teacher. Encourage the children as they outside, we like to do lots of fun things. We can store, have the clerk ask, “May I help you?” The are playing to turn the sign around if needed. Ask ride our tricycles. We can go down the slide on shoppers will then tell the clerk what they are the children to help you think of a solution, rather our bottoms. We can throw balls to our friends. looking for. SED4.2d than just telling them what to do. SED4.3d Sometimes children get hurt on the playground. If you are hurt, you need to ask a teacher for help. I Have a Little Problem If you can’t get up, ask a friend to get help for you. Read the book “I Have a Little Problem,” Said The friend can tell a teacher, ‘Chloe is hurt, please 36-48 months the Bear by Heinz Janisch. To give the children help.’ The teacher always makes us feel better more practice in thinking of good solutions to when we are hurt.” SED4.2d problems, create an activity where the children match a problem with a solution. Provide pictures I Need Help The Lion and the Mouse of problem scenarios or common problems in your Role play with another teacher showing how the Read the book The Lion and the Mouse by Jerry classroom and provide pictures of appropriate children should ask for help when needed. Use Pinkney. After the lion lets the mouse go, the solutions to match. For example, feeling hot/cold a real situation in the classroom. Say, “The other mouse ends up coming to the lion’s rescue. Talk (cool/warm clothing), being hungry/thirsty (food/ day, I came in from the playground and I had a about the kindness between the animals, how drink), being sleepy (taking a nap) or being afraid rock in my shoe and it hurt. I couldn’t get my shoe they helped each other and about times when of the dark (night light). SED4.3d off because it was tied in a knot. I walked up to the children need help. Make a classroom pledge: Ms. Turner and gently patted her arm and asked, “Be Kind and Help One Another!” SED4.3d ‘Can you please untie my shoe? I need help.’ Ms. Turner helped me take off my shoe and my foot Yellow Pages felt so much better.” SED4.2d Talk to the children about things they need help with in the classroom and make a list: opening TEACHER TIP You Forgot Something! a milk carton, the really hard fi re truck puzzle or Show the children that you are interested in them Give a child an activity to do, but leave a portion buttoning pants are good examples. Create a by showing an interest in their activities. Comment of the activity out of his/her reach so the child has picture book of these things. Have the children on or describe what they are doing. For example, to ask for it. For example, give the child the lacing and teachers sign their names in the areas where say, “You are using so many beautiful colors to cards, but leave the laces on top of the cubbies. they can be of help. Encourage the children to make that drawing.” Follow their lead. If they are Place yourself near the child or the missing item look at the book when they need help and ask the putting blocks in a container, see if they will let so he/she has to ask you for help. SED4.2d child or teacher whose name is listed. SED4.3d you join in by taking turns. SED5 domain SED: social and emotional development Strand: DEVELOPING A SENSE OF SELF WITH OTHERS

#30 Standard: SED5 – The child will develop relationships and Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months social skills with peers.

12-24 months 24-36 months 36-48 months

SED5.1a SED5.2a SED5.3a Begins to relate to and At times, shows a preference Initiates play with one or show enjoyment in interactions to play with a familiar child. two other children. with other children. Two-year-olds begin to show preferences Three-year-olds practice the social skills One-year-olds are becoming more for familiar children based on their thoughts, necessary to initiate play with other children. interested in other children and increasing feelings and opinions. their awareness of themselves and others.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #30 SED5 – The child will develop relationships and social skills with peers.

12-24 months 36-48 months

Row, Row, Row Your Boat Partner Match Partner Puzzles Sit on the fl oor with one child’s back against you Give the children picture cards that have been cut Have the children partner up, choose a puzzle and another child facing you. Help the children in half. For example, a picture card of a bus is cut and go to a table or fi nd a space on the fl oor hold hands and rock back and forth as you sing so that a child sees the front of the bus on one to work together. Encourage the children’s “Row, Row, Row Your Boat.” SED5.1a half of the card and the back of the bus on the interactions by asking open-ended questions other half. Pass the cards out to the children and and prompting them to talk to one another. For Floor Puzzles encourage them to fi nd their match. SED5.2a example, “It looks like Gabe has four trucks and Set up a clear space on the fl oor for the children you don’t have any. Andy, you could ask Gabe if to engage with each other using fl oor puzzles. you could use one of his trucks.” SED5.3a SED5.1a I’m the Mommy; You’re the Daddy Hallway Races Give the children baby dolls, strollers and diaper Take push toys, grocery carts or scooter boards BRIGHT IDEA For children who have diffi culty matching part bags with accessories. Encourage them to play out in the hallway on a rainy day and encourage together. Facilitate the children’s play by taking the children to interact with one another. SED5.1a to whole, color code the vehicles to make it more concrete. an active role in the play scenario. As it develops, encourage the children to interact by helping to assign roles and by asking open-ended questions. Once the children are comfortable in the scenario, 24-36 months you can withdraw the support. SED5.3a TEACHER TIP Bubble Fun Helping toddlers resolve confl ict includes off ering Give the children bubble wands that are easy Body Chalk Drawing ideas and suggestions such as, “How about you to use. Encourage them to fi nd a partner and Outdoors, encourage the children to trace the both hold the basket and carry it together? Great designate a blower and a popper. Switch roles outline of a friend’s body with chalk, and then job! There you go!” when ready. SED5.3a have fun adding hair, eyes and clothes to each other’s body outlines. SED5.2a Ring Around the Rosie Have the children choose a partner and play the TRANSITION TIP BRIGHT IDEA game “Ring Around the Rosie” together. After a Sing the song “The More We Get Together” as a You can begin encouraging the children to couple of turns, have the children switch partners transition song to and from outside. Have children interact with their peers by prompting simple one and play again. SED5.2a pair up and use the children’s names in the song. or two-word phrases such as, “Hi,” or “My turn.” SED5 domain SED: social and emotional development Strand: DEVELOPING A SENSE OF SELF WITH OTHERS

#31 Standard: SED5 – The child will develop relationships and Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months social skills with peers.

12-24 months 24-36 months 36-48 months

SED5.1b SED5.2b SED5.3b Engages in mostly solitary play Plays alongside other children Engages in with some parallel play. for short periods. Observes and mutual/cooperative play. imitates other children. One-year-olds still prefer to play and As three-year-olds become better explore separately from other children. Two-year-olds are becoming more eager problem solvers and better communicators, Since they are more mobile and curious, playmates. They learn by observing and they seek out opportunities to play however, they will occasionally engage in imitating their peers. with other children and begin to cooperate play alongside another child. Their play still more with peers. lacks cooperation and collaboration.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #31 SED5 – The child will develop relationships and social skills with peers.

12-24 months 36-48 months

Build a City Match My Handprint Box Paint Set up the block area to encourage the children to After reading Ten Little Fingers and Ten Little Provide a large cardboard box. Ask the children build and play together. Use masking tape on the Toes by Mem Fox, create a matching game for what the large box could be. “Could it be a place rug to make roads for cars or grids for buildings. the children to play. Using diff erent color markers, to read? A garage for the tricycles? A coff ee Give the children LEGO®s, LEGO® DUPLO®s or trace a child’s hand on paper plates. Give each stand?” Once they have decided, take the box on blocks with vehicles and people, and encourage child a plate, play some music and encourage the playground and have them paint it. When dry, them to build. SED5.1b the children to fi nd a color match. Do this several the children can use it for pretend play. SED5.3b times. Afterward, turn all of the plates face down. Wash the Babies Now you have a big memory game that a few Pumpkin Wash Provide small tubs of water, baby dolls and children can play together. SED5.2b In the fall, after the children have explored washcloths for the children to bathe their babies. pumpkins in several ways, place a pumpkin in the SED5.1b Plastic Egg Sort sensory table for the children to wash with scrub Cut three or four egg cartons in half so they have brushes, sponges and turkey basters. SED5.3b Moldable Moon Sand six compartments. Have the children paint egg Make homemade moon sand that is safe for young cartons the colors of the plastic eggs. Once the Laundry Day children. Mix 9 cups fl our with 1½ cups vegetable cartons are fully dry, place them in the sensory After reading Mrs. McNosh Hangs Up Her Wash oil. Place the moon sand in a container and give table along with a collection of plastic eggs. Give by Sarah Weeks, tell the children they are going to the children sand toys for scooping and molding. the children spoons and encourage them to lift an help do laundry. Outside, set up a clothesline and SED5.1b egg and place it in its matching carton. If plastic give the children lots of washcloths and a basin of eggs are not available, use Unifi x® cubes or any water. Add child-safe soap if wanted. Encourage other colored objects. SED5.2b the children to swish the washcloths in the water, wring them out and hang on the clothesline with Dress-Up Parade clothespins. SED5.3b 24-36 months Provide the children with a variety of dress- up clothes and hats. Encourage them to work together to create costumes for each other and help each other get dressed. When everyone is Weaving the Fence dressed, march around the classroom to show TEACHER TIP Give the children long strips of paper or fabric to off their costumes. SED5.2b Encourage the children to work in pairs to solve weave in and out of a chain-link fence. SED5.2b problems, make choices or share ideas. One way is to prompt the children to think of the answer to a question, pair with a friend and share their answers. Each partner should have a turn. SED5 domain SED: social and emotional development Strand: DEVELOPING A SENSE OF SELF WITH OTHERS

#32 Standard: SED5 – The child will develop relationships and Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months social skills with peers.

12-24 months 24-36 months 36-48 months

SED5.1c SED5.2c SED5.3c Engages in conflicts with peers Occasionally resolves peer Seeks adult support to resolve regarding possession of items. conflicts with adult support. some peer conflicts.

One-year-olds still lack self-control and are Two-year-olds are able to solve some Adult assistance is still needed to self-focused. They are rarely patient and problems with adult assistance – to support conflict resolution. Three-year-olds lack the ability to share or put other model, explain and reinforce healthy seek out the teacher’s help to resolve childrens’ needs before their own. conflict resolution strategies. peer conflicts when necessary.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #32 SED5 – The child will develop relationships and social skills with peers.

12-24 months 24-36 months

Zoom, Zoom, Zoom Puppet Problems A Bug and a Wish The block area is often a place that can cause Identify a confl ict that keeps coming up in the Teach the children how to talk to each other confl icts over items such as cars and trucks. classroom, such as hitting. Use a stuff ed animal about what “bugs” them. For example, one child Ensure that there are multiple cars and trucks or puppet to talk to the children about that asks, “May I give you a bug and a wish?” The available for play to promote positive peer scenario. For example, the stuff ed dog could say, other child says, “Yes, you may give me a bug interaction. Add interesting real and found “The other dog was playing with this really cool and a wish.” The fi rst child says, “It bugs me when materials that will catch the children’s attention bone and I wanted it. He had it for a long time. you… I wish you would….” For example, “It bugs such as oatmeal boxes or empty wipe containers The more I thought about it, the madder I got. I me when you grab my blanket. I wish you would that open and close. SED5.1c fi nally walked up to him and said, ‘I want to use use your own blanket.” SED5.3c that bone,’ and he said, ‘No,’ so I hit him. Was that Sharing okay?” Get responses from the children. Ask them Let’s Work It Out Read Sharing Time by Elizabeth Verdick with the what the dog should have done instead. SED5.2c Create a small space where the children can go children. Use concrete examples from the classroom to calm down and work on resolving a problem. to talk about items that everyone wants to play with Take Turns, Penguin This space should be comfy and peaceful. Add and that need to be shared. Say, “There are two Read Take Turns, Penguin! (Be Nice at School) materials that the children would like such as grocery carts in our room and everyone likes to by Jeanne Willis. Teach the children the concept pillows, glitter bottles, emotion faces and stress use them, but we need to share and take turns.” of taking turns. SED5.2c balls. Guide the children to fi nd a resolution to SED5.1c the problem. SED5.3c Take Turns Read Take Turns, Max and Millie by Felicity Brooks to talk to the children about taking turns using toys. SED5.1c 36-48 months TEACHER TIP Teaching the children problem-solving skills will Let’s Be Friends help them as they encounter problem situations TEACHER TIP Read the book Llama Llama and the Bully Goat in the classroom. Provide the children with several Teach the children the concept of “taking turns.” by Anna Dewdney. Discuss suggestions the solutions that will work for a variety of problems. This is more concrete than asking the children to teacher made in the story and how the confl ict Include solutions such as ask for a turn, waiting share a toy. Be consistent with your words. Say, was resolved. SED5.3c for a turn, trading, sharing, getting a timer, getting “You take a turn with the truck and then Joseph a teacher, ignoring. Practice using these solutions will take a turn with the truck.” with the children as they encounter problems. SED5 domain SED: social and emotional development Strand: DEVELOPING A SENSE OF SELF WITH OTHERS

#33 Standard: SED5 – The child will develop relationships and Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months social skills with peers.

12-24 months 24-36 months 36-48 months

SED5.1d SED5.2d SED5.3d Shows awareness of Recognizes and names Recognizes and names feelings displayed the feelings of peers with the feelings of peers. by peers. adult support. Increased vocabulary helps Beginning to understand how someone Adults can help make emotions more three-year-olds learn the terms to accurately else feels builds compassion and caring concrete and easier to understand by label feelings. Increased awareness behaviors toward others. One-year-olds are labeling the feelings of others and by giving and understanding of others enables them aware when others are sad or happy. children suggestions on how to respond. to build greater empathy skills.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #33 SED5 – The child will develop relationships and social skills with peers.

12-24 months 24-36 months

Feelings Sort Llama Llama Misses Mama Feel Better Get two baskets. Make a sign for one that says Read a familiar story to the children that shows a Create a prop box in dramatic play that has “Happy” with a happy face and a sign for the variety of feelings such as Llama Llama Misses materials you might use to comfort or care for other that says “Sad” with a sad face. Cut out Mama by Anna Dewdney. Point out and name the someone. Include a soft toy, a blanket, a book to lots of pictures from magazines and give them to various feelings. SED5.2d share and toy doctor supplies. The children can the children. Sit with the children and look at the build empathy by role playing with one another. pictures. Ask which basket each picture should go Are You My Mother? You can encourage their role play by inserting in. SED5.1d Read Are You My Mother? by P.D. Eastman. Use yourself in the play story and modeling how they a fl annel board with fl annel pieces if available. might care for others in a doctor’s offi ce. SED5.3d Emotion Song Talk to the children about how baby bird is feeling Make up a song to the tune of “If You’re Happy and each time she meets a new animal. SED5.2d How Do You Feel Today? You Know It” using various emotions. For example, Create a chart titled, “How Do You Feel Today?” “When your friend is sad, give a hug. When your Face Time Make columns with diff erent emotions such as friend is happy, give a high fi ve.” SED5.1d During small group, have each child make a face. sad, mad, happy, tired, excited, worried. Use The other children will say how they think the picture cues with the words. The children can Friendly Words child is feeling. Talk with the children about how place their name cards under each column. Use a puppet to play a gentle hugging game. to respond. Say, “Billy’s face said he was sad. Encourage the children to move other children’s The puppet tells the children that a hug can make What should we do?” SED5.2d names if they notice a change. For example, “DJ you feel better when you are sad or mad. The is really excited about going outside today. Let’s puppet then hugs a child. Encourage the child to move his name to that column.” SED5.3d hug a friend. Talk about how everyone is a good friend to each other: “Beau, you like Ted so much, give him a hug; now it’s Kenyatta’s turn.” SED5.1d 36-48 months

Are You Afraid? Read The Kissing Hand by Audrey Penn. This story is about Chester, who is fearful about being TEACHER TIP away from his mother while he is at school. Talk to Empathy is the ability to imagine how someone the children about how they think Chester might else feels in a situation. The best way to teach BRIGHT IDEA feel. Use words such as “afraid,” “worried” or the children empathy is through modeling. “You Some children may not want to hug. Change to “sad.” SED5.3d fell down and scraped your knee. That must have handshake or thumbs up as appropriate. really hurt. Let’s take a look at it.” SED5 domain SED: social and emotional development Strand: DEVELOPING A SENSE OF SELF WITH OTHERS

#34 Standard: SED5 – The child will develop relationships and Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months social skills with peers.

12-24 months 24-36 months 36-48 months

NO SED5.2e SED5.3e INDICATOR Shows awareness of peers’ Shows emerging respect personal space and belongings. for peers’ personal space and belongings. With adult guidance, two-year-olds start to be aware of other people’s boundaries. This As three-year-olds become is essential for forming peer relationships. more aware of social norms and begin Having an awareness of what belongings to desire friendships, they start to are theirs and what belongings are not learn the importance of respecting other theirs also reinforces healthy social skills. people’s personal space and belongings. Supportive adults can model and reinforce appropriate behavior.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #34 SED5 – The child will develop relationships and social skills with peers.

24-36 months 36-48 months

Personal Space Social Story Space Bubble Uh-Oh Create a “Social Story” book to read with the Use the bubble concept as a visual for personal Read Huggapotamus by Steve Metzger. This story children to teach them the concept of personal space. Blow bubbles and talk about what is about a hippo who is very large and even when space. For example, “Personal space is like an happens when the bubbles touch each other or he tries to do nice things, sometimes they don’t invisible bubble. If I am inside someone else’s an object. They pop! Discuss when our personal come out that way. Talk to the children about bubble when I am talking to him/her, it may make space “bubbles” might pop. “We are dancing and times when they feel the same way. For example, him/her uncomfortable. I can give my friends and bump into another person.” List reasons and you give someone a hug and you squeeze them family space by staying two steps away when solutions for “not” popping your bubble. Sing to too tightly. SED5.3e I talk to them. Sometimes I go into my family the tune of “Pop Goes the Weasel”: member’s personal space to give a hug. That’s Sitting in group time I have a space bubble. That’s My Play Dough okay because he/she is my family. People need When I get out of my space Set up small group activities with individualized personal space in their homes, at the grocery POP! goes the bubble. space. Use colored masking tape to create a grid store and even on the playground. Giving people I keep my personal space on the table. If you don’t want to put tape directly their own personal spaces makes everybody in front of and behind me. on the table, use a plastic tablecloth. Divide play happy.” SED5.2e I help keep my body safe. dough and give each child a ball. Give each child I stay in my bubble. SED5.3e a small container of tools to use such as plastic Naptime Essentials knives, scissors, cookie cutters, rollers. Encourage Provide opportunities for the children to get the children to trade tools. SED5.3e personal belongings from cubbies such as a blanket and stuff ed animal. Encourage the Friendship Fruit Salad children to point out which blankets and animals You will need a large mixing bowl and a spoon. belong to each friend. SED5.2e Ask each child to bring his/her favorite fruit to school. Wash and cut fruit into small pieces. In My Space small groups, encourage the children to create During center time, have several hula-hoops their own recipe for a friendship fruit salad by available. As the children begin to work with combining the diff erent fruit that each person diff erent materials, use the hula-hoops to assist TEACHER TIP brought to share: 1 cup of Alex’s pineapple, 1 them in visualizing their work spaces. Encourage Give the children fl exibility of positioning and cup of Maria’s banana. Encourage the children’s the other children to respect those spaces. Say, movement during group time. It can be diffi cult language by prompting them to request diff erent “Jordan is inside the hoop. That means he wants for the children to sit “crisscross applesauce.” fruits to add to the recipe. For example, “Alex can to work alone. We need to fi nd another space Allowing them to sit in a variety of positions while you add your pineapple to our fruit salad?” Write where you can work.” SED5.2e maintaining personal space can promote their the recipe down and share with families. SED5.3e comfort and ultimately increases engagement. APL1 domain APL: approaches to play and learning Strand: INITIATIVE AND EXPLORATION

#35 Standard: APL1 – The child will demonstrate initiative and self-direction. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

APL1.1a APL1.2a APL1.3a Uses available senses to learn Tries inventive or new Initiates new tasks by and explore their environment. ways of using materials or himself/herself. completing tasks. One-year-olds begin to move independently Three-year-olds choose activities and and explore their environment. Exploration As two-year-olds grow, they actively explore materials and perform independently. They through the five senses – hearing, taste, their learning environment. Two-year-olds can be encouraged to make simple choices touch, sight and smell – helps toddlers learn are learning that materials can be used in on their own. They begin to learn new skills about their world. These experiences are new ways. They use inventive approaches through repetition and hands-on learning. enhanced by adults creating meaningful to problem solving. They execute new tasks in creative ways. activities for toddlers to safely explore their environment.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #35 APL1 – The child will demonstrate initiative and self-direction.

12-24 months 24-36 months 36-48 months

Use Our Senses Baby Drive-Away My Choice During small group, give each child an orange slice. Provide all the children with empty shoe boxes Provide a selection of familiar books including Have him/her to smell it. After all the children without lids as well as small dolls and some toy The Very Hungry Caterpillar by Eric Carle, The smell the slices, they can eat them. Use prompts: animals that can fi t in the boxes. Encourage the Snowman by Raymond Briggs and From Head to “Tell me how it smells or how it tastes.” APL1.1a children to use the boxes as vehicles to drive their Toe by Eric Carle. Have the children select a book animals and dolls to the store. Model the desired to “read” to a stuff ed animal or to a classmate. Marching Band actions for the children. APL1.2a APL1.3a Off er each child a musical instrument that you have made or bought at a store. Encourage the Q-tip® Painting Nuts and Bolts children to play the instruments. Play the song Provide Q-tips, paper and nontoxic paint in a Provide an assortment of nuts and bolts, keys and “The Ants Go Marching One by One” as the variety of colors. Under direct supervision, locks. Encourage the children to screw the nuts children move around the classroom. APL1.1a encourage the children to use the Q-tips to paint. onto the bolts and place the keys in the matching Describe motions, strokes and colors. Say, “Look, locks. APL1.3a Water Play you made a long, blue line.” APL1.2a Place various textured toys in water for comparison such as medium-sized hard blocks and soft Tubes and More sponges. Describe each object’s texture as you Using a cardboard paper towel tube, show the place it in the water. APL1.1a children diff erent things they can do with it such BRIGHT IDEA as talk into it as a pretend microphone or hold it Color code the keys and locks and the nuts and to their eyes as if it were a telescope. Give each bolts to make the task more concrete. child a cardboard tube and encourage the class to invent new ways of using it. APL1.2a

Stamping Fun Provide a wide variety of rubber stamps, paper and small boxes. Encourage the children to stamp BRIGHT IDEA the paper and the boxes independently. APL1.3a For the children who do not like to get their hands TEACHER TIPS wet, place small toys in a zip-top bag with hair Add more real and found items such as wooden gel. Seal the bag securely. Encourage the children spoons, PVC pipe and paper plates, and encourage to explore without fear of getting wet. the children to invent ways of using them. APL1 domain APL: approaches to play and learning Strand: INITIATIVE AND EXPLORATION

#36 Standard: APL1 – The child will demonstrate initiative and self-direction. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

APL1.1b APL1.2b APL1.3b Demonstrates desire to Verbally expresses desire Makes choices and completes complete more complex to complete tasks by self. some independent activities. tasks by self. Two-year-olds use verbal communication With adult support, three-year-olds begin to One-year-olds become more mobile during to make their needs known to both adults make simple choices. These activities foster this stage of development. They begin and peers. They may say, “No, me do it,” their growth toward independence. walking and are able to explore their learning as they attempt to zip their jacket or hang up environment on their own. Toddlers can a book bag. This desire for independence is reach and grab objects and toys and can evident in all learning domains. use these items in more novel and complex ways. They use gestures and limited verbal communication to make their needs known.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #36 APL1 – The child will demonstrate initiative and self-direction.

12-24 months 24-36 months 36-48 months

Dump and Fill What a Puzzle Leaf Prints Using containers with small toys or soft blocks, Cut placemats into four or six pieces to make a Place diff erent leaves on clipboards and secure encourage the children to dump and fi ll the picture puzzle. Sit with the children and encourage them with contact paper. Attach paper to the containers. Model dumping and fi lling. Talk the them to put the puzzle together. APL1.2b clipboards and place them in the science area. children through what they are doing: “Now you Encourage the children to use crayons to make put all the blocks in the truck.” APL1.1b leaf rubbings. APL1.3b Blow the Bubbles The Real Thing Blow bubbles for the children. Giving them turns, BRIGHT IDEA Place a variety of interesting items in math area place the bubble wand near a child’s mouth and For a child who has diffi culty matching, provide to teach one-to-one correspondence such as an encourage him/her to blow a bubble. Say, “Blow a second placemat for him/her to use to match empty egg carton and plastic eggs or rocks and bubbles,” or “Blow a big bubble.” APL1.1b the puzzle pieces. plastic insects. Real socks and real silverware with a silverware tray will encourage matching. APL1.3b Ready, Set, Crash! Toddlers adore piling up blocks and knocking Treasure Hunt them down. Help the children build a tower of Place lots of small, plastic animals in a sand tub. blocks. When the blocks are stacked, say, “Ready, Eat It Up! This can be done inside or outside. Give the set, crash!” On the word “crash,” knock the blocks Give each child a peeled banana, a small plastic children slotted spoons and encourage them to down. Now repeat the activity with the children’s knife, yogurt and a small amount of brown sugar. fi nd all the animals. To boost counting, tell them a help. APL1.1b Help the children cut the bananas in slices. Now specifi c number to fi nd. APL1.3b have them dip the slices fi rst in the yogurt, then in the brown sugar. Eat and enjoy! APL1.2b Bracelet Making Under direct supervision, give the children pipe cleaners and large, colored beads. Encourage them TEACHER TIP to create bracelets from these materials. APL1.2b Provide two choices of activities for the children. For example, ask, “Would you like to do a puzzle or paint at the easel?” During center time, “Do TEACHER TIP you want to read this book or listen to it on CD?” Give the children simple tasks they can begin to Outside, “Would you like to ride the tricycle or do independently such as putting on a hat or vest, TEACHER TIP use the hula-hoops?” Give the children ample drying their hands with a paper towel after washing Play soft music and give the children time to time to plan and think about the choices they hands and putting toys away on low shelving. explore the toys and books. have and what they are going to do. APL1 domain APL: approaches to play and learning Strand: INITIATIVE AND EXPLORATION

#37 Standard: APL1 – The child will demonstrate initiative and self-direction. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

APL1.1c APL1.2c APL1.3c Selects book or toy from Independently selects materials Makes plans and follows several options. and utilizes those materials. through on intentions.

One-year-olds begin to show initiative and Two-year-olds are now able to move more Three-year-olds begin to take self-direction by selecting preferred books freely in their learning environment. This more risks trying new activities or tasks. and toys in the classroom. facilitates independence, self-direction Supportive teachers encourage them by and initiative. noticing and commenting on their efforts. This support helps young children begin to shape their own learning.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #37 APL1 – The child will demonstrate initiative and self-direction.

12-24 months 24-36 months 36-48 months

My Choice Toddler Picasso Build a Zoo Place a variety of toys on the rug such as trucks, Provide a variety of paint colors and tools such In the block area, talk to the children about what soft dolls, telephones and balls. Encourage each as brushes of diff erent sizes, paper towel rolls, they want to create, such as a zoo. Help them child to select toys of his/her interest. Use words sponges, rollers and paper. Encourage the children think about what is needed to build a zoo such to encourage his/her attempts. Say, “You’re to explore and use the paints and tools to create as plastic animals, signs and a variety of blocks to reaching for the truck,” or “Trucks go fast,” or their own unique masterpieces. Model use of the make cages. Gather materials for the children and “I hear the phone ring.” APL1.1c tools. Label their actions by saying, “You’re using encourage their play. APL1.3c the big paintbrush in the blue paint,” or “The tube Tabletop Toy Play makes circles on the paper when you stamp it.” Tea Party Provide a variety of toys such as animals, people, APL1.2c Read a book such as Olivia Plans a Tea Party a farmhouse or puppets. Encourage the children by Natalie Shaw. Ask the children what they will to select toys that interest them. As the children Here We Go need to have a tea party of their own. Encourage play with their toys, talk to them about what they Provide paper towel tubes, wrapping paper tubes the children to make a plan and gather materials are doing. Say, “You’re feeding the baby,” and or long PVC pieces that toy cars and small balls such as cups, plates, snacks, party dresses and “I see Mommy walking to the door.” APL1.1c can fi t through. Give the children time to play and stuff ed animals. Assist them in setting up the tea let them explore how to use the items. APL1.2c party and following through. APL1.3c Fun with Babies Provide a variety of dolls, small doll beds, doll Nesting Paper Cups Make a Critter clothing, blankets, combs, small bowls and Provide a variety of diff erent size paper cups in Make play dough and give each child a ball of plastic spoons. Encourage the children to select several colors. Encourage the children to play with dough, some pipe cleaners, wiggly eyes, plastic dolls and play with them. Use the dolls to model the cups by stacking the cups and pulling them knives, scissors and rollers. Ask each child what dressing, feeding and sleeping routines. APL1.1c apart. Notice what the children are doing and say, he/she plans to create. Encourage all the children “You’re stacking the cups high,” or “Uh-oh, the to create special critters and give them names. cups fell.” You can substitute soft plastic cups for APL1.3c stacking. APL1.2c Restaurant Prop Box Create a “restaurant” prop box with menus, plates, ads, logos, food, a cash register and utensils. Encourage the children to create their own restaurant scene. APL1.3c TEACHER TIP Be aware that children may bite pieces of cups when using them for activities. APL2 domain APL: approaches to play and learning Strand: INITIATIVE AND EXPLORATION

#38 Standard: APL2 – The child will demonstrate interest and curiosity. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

APL2.1a APL2.2a APL2.3a Shows interest in what Seeks information Demonstrates an increased others are doing. from others. willingness to participate in both familiar and new experiences. One-year-olds are developing a strong Two-year-olds will seek out familiar adults. physical foundation for learning. They are Adults can expand their interests by adding Three-year-olds enjoy learning becoming more mobile and seek out new elements that catch and sustain their new things. They stick with the activity others in their learning environment. attention. They will bring items they can longer if the activity is familiar. They are Toddlers observe and express a desire easily carry to the adult or direct the adult’s naturally curious and want to explore and to interact with others. attention toward what interests them, talk about things that interest them in using words or short sentences. their learning environment.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #38 APL2 – The child will demonstrate interest and curiosity.

12-24 months 24-36 months 36-48 months

Teacher Says Leaf Match Growing Vegetable Soup Play “Simon Says” with the children. Give them Obtain paint sample cards from a paint store Read the book Growing Vegetable Soup by simple commands such as touch your nose, that match the colors of many leaves. Have the Lois Elhert. Ask the children questions such as, touch your toes, jump up and down, spin around. children pick up leaves, show them to you and “How do vegetables grow?” Place pictures on APL2.1a try to match their leaves to the colors of the paint the table to represent digging the hole, planting sample cards. Talk to the children about how the the seeds and watering. Have the children put leaves found are the same colors as or diff erent the pictures in order. The children will now grow colors from the paint sample cards. APL2.2a their own vegetable using a small cup, a bean, soil and water. Show photos of diff erent types of TEACHER TIP Peeling Corn vegetable seeds and how they become plants. Model the gestures and actions for the children. Provide ears of corn with the husks on. During Show photos of gardening tools such as a watering small group, have the children peel off the husks can, rake, shovel, wheelbarrow, hoe and gloves. and strip off the silk. Model this activity for the Reinforce new vocabulary words such as children. Encourage them to ask questions about vegetable, soil, protect and prepare. APL2.3a the parts of the ear of corn. If the children are still Where Is? developing the fi ne motor skills needed to peel the Growing a Garden Sing this song with the children using each of their husk, assist them and encourage them to touch Turn the sensory table into a “garden” by adding names. Sing to the tune of “Where Is Thumbkin”: and feel the husk and corn. APL2.2a clean mulch, small garden tools, gloves, shovel, Where is James? Where is James? rake, trowel, aprons, small cups and plastic beads Nature Bracelets to represent seeds. APL2.3a There he is, there he is. Make a bracelet out of masking tape for each James is jumping, James is jumping. child. Place the sticky side up. Go on a nature Pom-Pom Pick-Up Yes he is, yes he is. APL2.1a walk and have the children stick small leaves and Wrap tall Pringles® chip cans or toilet paper tubes Animal Action Song fl owers on their bracelets. The children may ask in construction paper the same colors as an Play Greg & Steve’s “Animal Action” and encourage for help when attempting to secure the items to assortment of small pom-poms. Stand each tube the children to participate in following the directions the bracelets. APL2.2a upright. Provide tweezers or chopsticks to pick up for animal sounds and movements. APL2.1a each pom-pom and place it in the tube. APL2.3a APL2 domain APL: approaches to play and learning Strand: INITIATIVE AND EXPLORATION

#39 Standard: APL2 – The child will demonstrate interest and curiosity. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

APL2.1b APL2.2b APL2.3b Begins to show curiosity/ Asks questions about Asks questions about interest in new objects, familiar objects, people unfamiliar objects, people experiences and people. and experiences. and experiences.

One-year-olds begin to show interest and Two-year-olds in this age group are Three-year-olds continue to expand their curiosity, seeking out new experiences. expanding their knowledge. Children ask knowledge. They show interest in new They are now better able to manage their a variety of questions as they try to gain a events and activities. They ask a variety of reactions to their environment. They have better understanding of people, objects and questions in an attempt to understand how an increased ability to self-regulate, be experiences that shape their world. things work. They inquire about people, more alert and attend to personal interests places and new experiences. for longer periods of time.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #39 APL2 – The child will demonstrate interest and curiosity.

12-24 months 24-36 months 36-48 months

Scribble Picture Hang-Up What’s in the Bag? Cover the table with butcher paper. Put out fat Ask families to bring in pictures of their child at Put an object in a bag and ask the children, “I crayons and encourage the children to scribble all diff erent ages along with a few additional pictures wonder what is in the bag? Ask me questions over. Show them how to make dots and circles or of family members and pets. Use VELCRO® strips to fi nd out.” For example, the children may say big, long lines. Comment on their work. Say, “You to place the pictures on fl annel board. Encourage things like, “Is it soft or hard? Is it a ball? Is it from are making the crayon go dot, dot, dot.” APL2.1b the children to ask questions about the pictures of the block area?” Guide the children’s questions their classmates. APL2.2b by saying, “Would it help to know what shape Construction Zone it is? What questions can you ask to fi nd out?” Add new blocks and accessories to the block area. What’s Wrong? APL2.3b Ask families to bring in empty cereal boxes. Stuff Read What’s Wrong, Little Pookie? by Sandra the boxes with newspaper and tape them securely Boynton. In this story, Pookie is very upset and What’s Floating? shut. Encourage the children to build structures his mom cannot fi gure out why. Ask the children Read Flotsam by David Wiesner. This book is using the new blocks. Add cars or animals to questions about the book such as, “Why do you about a boy who goes to the beach to collect enhance the play. APL2.1b think Pookie was upset?” APL2.2b and examine fl otsam, which is anything fl oating that has washed ashore. Use the rich illustrations Carton of Curlers I Wonder to encourage the children to ask questions. Cut off the lid of an egg carton. Give the children Bring in a small animal or insect for the children APL2.3b hair curlers. Show them how each curler fi ts in the to observe such as a turtle, fi sh or caterpillar. carton’s compartments. Encourage them to feel Encourage the children to gather around to ask What Is It? the curlers. To add more fun, cut the bottom out and answer questions. Look up the answers if you Print photos of interesting animals and place of the egg carton and encourage the children to are unsure of some of the information. APL2.2b them in the science area. Encourage the children push the curlers through the holes. APL2.1b to ask lots of questions to determine what kind of animal is in the picture: “What does it eat? Does it fl y? Where does it live?” APL2.3b Mystery Box Place an item inside a box. Encourage the children to shake the box and guess what might be inside. Write their guesses on a class chart. TEACHER TIP TEACHER TIP Open the box and allow an opportunity for the Encourage the children to play with new materials Use the language modeling strategy of “wait children to confi rm their guesses. APL2.3b by introducing the materials prior to adding them time” to give all the children time to respond to to a center. the questions asked. APL2 domain APL: approaches to play and learning Strand: INITIATIVE AND EXPLORATION

#40 Standard: APL2 – The child will demonstrate interest and curiosity. Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months

12-24 months 24-36 months 36-48 months

NO APL2.2c APL2.3c INDICATOR Explores and manipulates Explores and manipulates familiar objects in the both familiar and unfamiliar environment. objects in the environment.

Two-year-olds are more mobile and Three-year-olds are curious about verbal. They begin exploring their learning their surroundings. They show initiative environment using familiar objects and and self-direction by using both familiar materials on their own. and unfamiliar objects in their learning environment.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #40 APL2 – The child will demonstrate interest and curiosity.

24-36 months

Bath Time It’s a Jungle Out There Castles In the Sand Using the water table, add dolls, child-safe baby Provide an assortment of jungle animals, PVC pipes, Place 2 cups of cornmeal and ¾ cups of oil in a shampoo and washcloths or sponges. Show cardboard boxes, tubes, tissue paper and picture plastic tub and mix together until it has a sand-like the children how to bathe the baby. Encourage books about animals. Encourage the children to consistency. Provide spoons and plastic cups so conversation. Ask, “Can you bathe the baby? create a habitat for the animals. APL2.2c the children can help mix the ingredients, as well What do you do with the soap? How do you take as cookie cutters, small plastic toys and shells. a bath?” APL2.2c Classroom Cleanup Encourage the children to talk about how the sand Collect a variety of items from the classroom feels. Ask if they have been to a beach. APL2.3c Nature Match including some of the children’s personal items On a large poster board, display fi ve or six common such as coats, bags and hats. Have the children Feels Like? items found in your outdoor area such as a leaf, identify the objects and place the objects in their Place small plastic toys in a non-transparent, rock, stick, grass or acorn. Give each child a correct locations in the classroom. APL2.2c plastic container. Add rice or sand. The children basket. Take them outside to look for items that take turns reaching inside the container and match the items on the poster board. Once the Grocery Fun grabbing a toy. Without looking, each child tries to children have found several items, gather around Provide empty food boxes and grocery carts in determine what it is based on what it feels like. To to talk about them. Compare the items found to the dramatic play area. Encourage the children help them, ask questions such as, “Does it have the ones on the board. Ask, “How are they the to grocery shop for dinner. Talk to them about wheels? Is it smooth? Is it round?” APL2.3c same?” or “How are they diff erent?” APL2.2c what they would like to eat and what they need to buy to fi x their meal. Provide a cash register and Dr. Seuss Science Experience Take Me for a Walk money for checkout. Encourage the children to Read Oobleck by Dr. Seuss. Invite the children to Give the children baby dolls, strollers and diaper continue the fun by going to the kitchen area to create some. Mix together: bags with bottles and have them take the babies cook and eat their meal. APL2.2c 2 cups cornstarch for a walk outside. Encourage the children to 3 drops food coloring use their imagination. Say, “If your baby is crying, 1 cup water maybe he/she is telling you he/she is hungry and Encourage discussion of the texture. APL2.3c needs a bottle.” APL2.2c 36-48 months Marble Run Cut paper towel tubes in half lengthwise to create tracks. Give the children masking tape to create Big Impression paths. Give the children small balls to roll down TEACHER TIP Turn Styrofoam deli trays upside down and trace the tracks. Encourage them to think about what is When the children direct their play and learning, pictures on the bottoms using toothpicks. You can working or what needs fi xing to get the ball to roll you are helping them learn to self-regulate. also try this with aluminum foil. APL2.3c to the end. APL2.3c APL3 domain APL: approaches to play and learning Strand: ATTENTIVENESS AND PERSISTENCE

#41 Standard: APL3 – The child will sustain attention to a speciﬁ c activity Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months and demonstrate persistence.

12-24 months 24-36 months 36-48 months

APL3.1a APL3.2a APL3.3a Engages and persists with Engages in teacher-directed Engages in an activity an activity, toy or object. activity for short periods of time. for sustained periods of time to achieve a goal. One-year-olds are gaining more control Two-year-olds begin to take part in of their motor skills. They are able to teacher-directed activities for brief periods. Three-year-olds continue to engage in separate hand movements, rotate their As they grow, their attention span improves, meaningful activities for short periods of trunks and move their legs. These new skills making it easier for them to participate time. They are able to work with classroom allow them to persist with activities in these activities. materials in order to achieve a goal. for longer periods of time.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #41 APL3 – The child will sustain attention to a speciﬁ c activity and demonstrate persistence.

12-24 months 36-48 months

Ball Play Happy Three Billy Goats Create a stack with soft blocks. Demonstrate and Sing “If You’re Happy and You Know It”: Give the children props to retell the story of “The encourage the children to roll a ball to knock the If you’re happy and you know it, Three Billy Goats Gruff ” including three goats of blocks over. Let the children take turns and try clap your hands (clap, clap). diff erent sizes, blocks to make a bridge and a for themselves. APL3.1a If you’re happy and you know it, small doll to be the troll. Help the children tell the clap your hands (clap, clap). story and encourage them to use diff erent voices All Aboard If you’re happy and you know it, for the goats and the troll. APL3.3a Create a bus using child-sized chairs that the and you really want to show it, children can lift and move. Encourage the children If you’re happy and you know it, Make-a-Book line the chairs up and take a seat on the “bus.” While clap your hands (clap, clap). Fold paper and staple it to create a book. Give sitting in the chairs, have the children sing “The Repeat the song and have the children follow new the children pens, markers, stamps and stencils. Wheels on the Bus” and do the motions. APL3.1a motions such as stomp your feet, say hooray, turn Encourage them to be authors and write their own books. APL3.3a Painter Fun around and jump up high. APL3.2a Tape a large sheet of freezer paper to the table, Barnyard Dance Arctic Animal Hunt shiny side up. Provide fi ngerpaint. Encourage the Read Barnyard Dance by Sandra Boynton. In a dish pan, freeze an assortment of small plastic children to make a group mural. APL3.1a Encourage the children to act out the animal roles arctic animals so they are suspended throughout as the story is read. Repeat the story. APL3.2a the ice. Dump the ice on a solid surface. This can be done at the sensory table or taken outside. Scarf Dancing Provide eyedroppers with salt water and small During music and movement, give each child a plastic hammers as tools for the children to chip 24-36 months bandana or scarf. Model with the children the the ice away and rescue the animals. APL3.3a diff erent movements they can make with the scarf such as fast, slow, throwing it up and letting it fall Fingerplay Fun and swaying it overhead. APL3.2a Invite the children to participate in a fi ngerplay Five Little Monkeys of “One, Two, Tie My Shoe”: Read Five Little Monkeys Jumping on the Bed One, two, tie my shoe. by Eileen Christelow. While reading, encourage Three, four, shut the door. the children to act out the story. Add monkey Five, six, pick up sticks. puppets and a toy bed for props. APL3.2a Seven, eight, lay them straight. TEACHER TIP Nine, 10, a big fat hen. Model the actions in the Barnyard Dance activity Let’s get up and count again. prior to having the children attempt them. APL3.3a APL3 domain APL: approaches to play and learning Strand: ATTENTIVENESS AND PERSISTENCE

#42 Standard: APL3 – The child will sustain attention to a speciﬁ c activity Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months and demonstrate persistence.

12-24 months 24-36 months 36-48 months

APL3.1b APL3.2b APL3.3b Demonstrates focus on a Demonstrates focus on Wants to complete activities specific task or activity. a teacher-directed activity for and do them well. a short period of time. One-year-olds demonstrate attentiveness Three-year-olds enjoy doing and persistence by focusing on a specific Two-year-olds are able to participate in tasks independently. They demonstrate task or activity that interests them. teacher-directed activities for short periods attentiveness and persistence by of time. When the teacher uses a variety of completing activities and doing them well. physical actions and songs, they are more likely to stick with the activity.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #42 APL3 – The child will sustain attention to a speciﬁ c activity and demonstrate persistence.

12-24 months 24-36 months 36-48 months

Sticky Paper Fun Felt Board Story Peg It Assemble contact paper, 8½" x 11" cardboard, tape Create “Brown Bear, Brown Bear” felt board Give the children pegboards and encourage them and an assortment of real and found items such pieces. Read the story several times. Afterward, to fi ll the entire board full of pegs. APL3.3b as fabric squares, yarn and small animal pictures. encourage the children to participate by adding Tape contact paper to the cardboard, sticky side felt board pieces as the story unfolds. APL3.2b Aim and Throw out. Remove the backing. Encourage each child to Place a hula-hoop on the fl oor and give the make a collage using the real and found materials Trucks, Tractors and Diggers, Oh My! children beanbags. Encourage them to throw the provided. Before the children place items on the Read Where Do Diggers Sleep at Night? by beanbags inside the hoop. See how many they contact paper, have them guess why the items will Brianna Caplan Sayres. Provide a variety of can get. APL3.3b stick to the paper. Encourage the children to feel trucks, fi re engines, tractors and monster trucks. the sticky side of the contact paper. APL3.1b Encourage the children to talk about the story and imagine where the trucks in their classroom Ease on Down the Road “sleep at night.” Create a place for each truck to Gather fi ngerpaints, fi ngerpaint paper, small “sleep.” APL3.2b BRIGHT IDEA squares of cardboard, small plastic vehicles and For a child who has diffi culty throwing a beanbag, tape. Attach the fi ngerpaint paper to the table Fold and Paint encourage him/her to stand closer to the hula-hoop. with tape. Encourage the children to cover the Provide paper and paints in squeeze containers. Provide additional support by modeling how to paper with paint. Next, give each child a cardboard Fold each child’s paper in half. Ask him/her to throw the beanbag and giving positive feedback square and ask the children to create roads by squeeze or drip a small amount of paint on one when he/she tries to throw it. scraping the cardboard across the paper. As they side of the paper. Add several colors, if desired. scrape, the paint goes away. Talk about what the Show the child how to press on the outside of the children are doing: “You’re making a road. That’s a folded paper. Together, open the paper to reveal long road. That’s a short road.” Encourage them to the design. APL3.2b drive their vehicles on the roads. APL3.1b Leaves Are Falling Touchy-Feely Letters Give the children a cookie sheet with a small Bath Time Give each child a leaf of colorful, construction paper and encourage him/her to throw the leaf in amount of sand in the bottom. Encourage them to Use the water table and add dolls, child-safe write the fi rst letters of their names. You can also baby shampoo and washcloths or sponges. Show the air and watch it fl utter to the ground. Repeat several times. Teach the children the following do this activity with a sealed plastic bag of hair the children how to bathe the baby. Encourage gel. Write the letters the children are practicing on conversation by asking, “Can you bathe the baby? song. Pick a starting note and sing down the scale, two syllables for each note. a piece of paper with black marker place it where What do you do with the soap? Tell me how you they can easily see it. APL3.3b take a bath.” APL3.1b Leaves are falling, falling down. Red and yellow, orange and brown. APL3.2b APL3 domain APL: approaches to play and learning Strand: ATTENTIVENESS AND PERSISTENCE

#43 Standard: APL3 – The child will sustain attention to a speciﬁ c activity Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months and demonstrate persistence.

12-24 months 24-36 months 36-48 months

APL3.1c APL3.2c APL3.3c Tries a variety of approaches Shows persistence in activities Begins to work cooperatively to getting what he/she wants. of interest despite interruptions. with others to achieve a goal or accomplish a task. One-year-olds continue to learn about their Two-year-olds are developing the ability world through their five senses. They can be to maintain attention in tasks that interest Three-year-olds are beginning to work with observed reaching for, grabbing or pulling them. When peers or adults interrupt them, peers in both structured and unstructured items they desire to have. They also use they are able to regain their attention. activities. They require adult guidance to nonverbal communication and vocalizations help them work to achieve goals. to express their needs.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #43 APL3 – The child will sustain attention to a speciﬁ c activity and demonstrate persistence.

12-24 months

More, Please Magnet Bottle Cleanup Teams Give the children a few pieces of cereal for snack. Create a magnet bottle using a clear plastic bottle Read What If Everybody Did That? by Ellen When it is all gone, model for the children how they with lid. You need magnetic metal objects, sand, Javernick. Talk to the children about the should ask for more. Say, “More, please.” Teach glue, tape and a string with a bar magnet. Place importance of everyone working together. Give them to sign “more” in sign language. APL3.1c the metal objects inside the bottle and fi ll it with an example from the book. “What if everybody sand, leaving about 2 inches of space at the top. spoke all at once during story time? What would Where Did It Go? Glue and tape the lid securely. Attach a short string happen?” Or ask, “What if everyone dropped While sitting on the fl oor with the children, roll a to the bar magnet and tie it around the lid. Show a piece of paper on the fl oor? What would ball to diff erent areas of the room and challenge the children how to rub the magnet against the happen?” Answer: The world would be a mess. the children to see if they can get it. It might go bottle to see the objects come out of the sand. “But what if everybody obeyed the rules?” End under a table or inside a box. If the children cannot The children will have to persist as objects come center time by telling the children that everyone reach the ball, encourage them to use a small into view and then fall away. APL3.2c is going to help clean up. Assign the job of center broom or something else to help them. APL3.1c checker to a few children who can make sure Your Choice everything gets done and encourage the other Show the children two books and ask them which children along the way. APL3.3c one they want to read today. Encourage the 36-48 months children to point or use simple words. APL3.1c

Along the Road In the block area, provide various size blocks, boxes and vehicles. Have the children work 24-36 months together to create a town with buildings and TEACHER TIP roads to drive the cars. Encourage them to come Notice the children’s eff orts when cleaning up. up with new, diff erent ideas together. APL3.3c Dim the lights, walk around with a fl ashlight and The Little Engine put the children in the “spotlight.” Say to the Read The Little Engine that Could by Watty Piper. Find My Space Musical Chairs children, “I see Kara. She is picking up all of the Encourage the children to all join in when the Set up the game in the traditional manner, with one blocks and putting them on the shelf. That is so engine says, “I think I can. I think I can.” After less chair than children. When the music stops, the helpful, Kara.” Add, “I see Justin. He is putting all the story, have the children use small chairs to children work together to fi nd space for a child who of the Unifi x® cubes back in the bin so we know construct a train and retell the story. APL3.2c does not have a chair. Continue to play, removing a where to fi nd them. Thank you, Justin.” Pretty chair each time. Have them think of ways to include soon, other children will be saying, “Look at me, their friends in the remaining “space.” APL3.3c look at me, I’m cleaning up!” APL3 domain APL: approaches to play and learning Strand: ATTENTIVENESS AND PERSISTENCE

#44 Standard: APL3 – The child will sustain attention to a speciﬁ c activity Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months and demonstrate persistence.

12-24 months 24-36 months 36-48 months

APL3.1d APL3.2d APL3.3d Repeats interesting actions Repeats successful actions Keeps working on activity over and over to gain skills and experiences. even after setbacks. and confidence. Two-year-olds enjoy doing familiar Three-year-olds are learning to sustain their One-year-olds are building on skills activities. Learning environments, which attention in an activity by continuing to work gained as infants. They are gaining an provide meaningful opportunities to practice on it even when difficulties are present. understanding of cause and effect and skills, help them feel successful. using this knowledge to engage with and repeat simple actions. They show a sense of satisfaction when they are able to repeat the actions again and again.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #44 APL3 – The child will sustain attention to a speciﬁ c activity and demonstrate persistence.

12-24 months 24-36 months

Shake! Rattle! Roll! Hoops In Don’t Give Up! Play a lively song while you give each child a Set up a basket and soft balls. Have the children There are many great books to encourage children musical instrument. Encourage the child to shake, take turns throwing the balls into the basket. Talk to keep trying even when things get hard, such as rattle and roll with his/her instrument. Repeat the about what they are doing. Say, “Your ball went in The Little Engine that Could by Watty Piper. Another movements with the children. For a new twist, the basket. Now take the ball out.” APL3.2d classic is Corduroy by Don Freeman about a small darken the room and provide small fl ashlights teddy bear on a department store shelf waiting to for each child to shine while dancing in the light. Lacing Up be taken home by a child. After reading a book, APL3.1d Punch holes in Styrofoam deli trays to resemble give the children an assortment of real buttons. a house or fl ower. Provide large laces for the Ask them how they can group the buttons. Watch All by Myself children to use to lace through the holes. APL3.2d and encourage the children to talk through the Read All by Myself by Mercer Mayer to children process. Some children will only look at the color who are interested in listening. Throughout the How Tall Can We Build? Collect juice boxes, stuff them with newspaper of the button; others may look at the size: “These day, encourage the children to try to do things are small and these are big.” Others may notice independently. For example, at lunch give the and tape the ends. Place in the block area. Since these are so light, they stack higher than wood more unusual attributes: “These are all shiny, but children small amounts of milk to drink from small these are not.” APL3.3d plastic cups without lids. Encourage the children to blocks. When the tower falls, encourage the try to put on their own shoes or sweaters. APL3.1d children to keep trying. APL3.2d Obstacle Course Create an outdoor obstacle course using Tube Talking playground items such as hula-hoops, small traffi c Give each child a paper towel roll to talk through. cones and balance beams. Provide opportunities Model quiet, loud, squeaky and laughing sounds. 36-48 months for the children to maneuver through the course. Select a leader to make a sound for the other Encourage them to continue to try even if they children to imitate. Give turns at leading. APL3.1d are not successful. APL3.3d I Do Not Like Them Read Green Eggs and Ham by Dr. Seuss. Talk about Sam’s persistence. After reading, cook some eggs and add green food coloring. Encourage tasting the eggs. Create a graph and TEACHER TIP have the children place their picture next to “Yes” (I Introduce new vocabulary words to the children, TEACHER TIP like green eggs) or “No” (I do not like green eggs). such as “persistent.” Use the word in a sentence Replace the paper towel rolls with PVC pipe that If a child doesn’t want to taste, have fun. Ask if he/ and ask the children what they think it might mean. is easy to sanitize. she will eat them in a box or with a fox! APL3.3d Think of some examples to share with the children. APL4 domain APL: approaches to play and learning Strand: PLAY

#45 Standard: APL4 – The child will engage in a progression Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months of imaginative play.

12-24 months 24-36 months 36-48 months

APL4.1a APL4.2a APL4.3a Uses objects for a real or Substitutes one object for Uses imagination to create imagined purpose. another in pretend play or a variety of ideas, role-plays pretends with objects that may and fantasy situations. One-year-olds are continuing to develop or may not be present. interest in using objects in their Three-year-olds enjoy pretending. They environment. They use these objects to use their innate ability to invent imaginary imitate routines in their environment. Two-year-olds understand that objects can be used to represent other items. They use characters or role-play familiar scenes. They these items to engage in simple play use clothing or other items to help these activities. At times, they may pretend play scenarios come to life. Often it is difficult for when these objects are not present. them to distinguish reality from fantasy.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #45 APL4 – The child will engage in a progression of imaginative play.

12-24 months

Feed Teddy Feed the Dogs Mini Car Wash Provide small plastic bowls, cups and spoons, Set up a dog kennel play area with a variety of Create a mini car wash for small vehicles in the along with teddy bears. Have the children take stuff ed dogs, bowls, leashes and small blocks as classroom. You need a one-gallon milk jug, duct turns feeding and serving the bears. Model these doggie snacks. Model for the children. Hold a block tape, yellow sponges, water, child-safe baby actions. Use words such as, “Time to feed teddy. near dog’s mouth, saying things like, “Here you shampoo and small spray bottles. Cut the milk jug Teddy, eat some cereal.” APL4.1a go, doggie. Do you want a snack?” Encourage the in half and discard the top, using the bottom half for children to feed and care for the dogs. APL4.2a the car wash. Create an “entrance” by cutting a large Who Is It? opening in one side. Put duct tape around the cut Using a play telephone or block, pretend to Where Do We Live? edge of the opening to prevent sharp edges. Now talk on the phone. Prompt the child by saying, Use this fi ngerplay to show where animals live: cut yellow sponges lengthwise into pieces. Attach “Mommy wants to talk to you.” APL4.1a This is a nest for the bird and hang them in the “entrance” to the car wash. (Cup hands, palms up.) Bear Hunt Put a small amount of child-safe baby shampoo in This is a hive for a bee a small plastic container such as a yogurt cup. Use Read We’re Going on a Bear Hunt by Michael (Put fi sts together, palm to palm.) Rosen. Gather child-size backpacks, fl ashlights, small pieces of sponge for washcloths. Fill several This is a hole for the bunny small spray bottles with water to mist the vehicles. small oars and grass made of colored paper. After (Form fi ngers to make a hole.) reading the story, provide the children with props Add small plastic people and cars and trucks. Place And this is a house for me this activity in a large, clear plastic container or in and pretend to go on a bear hunt. Encourage the (Put fi ngertips together to make a rooftop.) children to take turns and use the props to retell the sensory table. The children can name the car The children should imitate your hand gestures wash and take turns washing vehicles. APL4.3a the story. APL4.1a and repeat some of the words. APL4.2a Build a Log Cabin Cut 20 pool noodles in half to use as “logs.” With scissors, cut notches in each to make them easy 24-36 months 36-48 months to stack, similar to Lincoln Logs. The children can stack them to build a log cabin. Add props such as buckets, old hats and vests. Add books that show pictures of log cabins. APL4.3a Rock-a-Bye Baby Living Diorama Fold your arms and rock back and forth while Provide a very large cardboard box, such as one singing “Rock-a-Bye Baby.” Encourage the child from a large appliance, and cut it so only three to imitate your actions or use a baby doll to model sides remain. In the box, draw roads and other this. APL4.2a things seen on the highway. Add toy people and TEACHER TIP other play vehicles in the box diorama. APL4.3a Repetition helps the children retain information. APL5 domain APL: approaches to play and learning Strand: PLAY

#46 Standard: APL5 – The child will demonstrate a cooperative and Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months ﬂ exible approach to play and learning.

12-24 months 24-36 months 36-48 months

APL5.1a APL5.2a APL5.3a Plays independently with some Participates in play and Occasionally joins in interaction with other children. learning activities with a small cooperative play and learning group of children for short in a group setting. One-year-olds continue to explore their periods of time. learning environments. They begin to use Three-year-olds are beginning to define toys in purposeful ways. At times they may Two-year-olds are beginning to participate their roles during play and join in playing interact with peers, but most play is with peers. They create scenarios that allow solitary or with an adult. in small group activities when guided by a responsive adult; however, parallel play the activity to continue for longer periods (side-by-side) is predominately seen of time, building on a common theme, with this age group. especially if an adult provides guidance.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #46 APL5 – The child will demonstrate a cooperative and ﬂ exible approach to play and learning.

12-24 months

Pots and Pans Band The Wheel Goes Round and Round Work Together Provide metal pots, pans, lids, pie pans, wooden Encourage the children to take turns pouring water This is fun to do outside. You will need a large box spoons and coff ee cans. Sing “The Ants Go from plastic cups onto a large water wheel to keep with low sides or a small plastic baby pool. Line Marching One By One” and encourage the it moving. Talk about what you see: “The wheel is the bottom with butcher paper. Have the children children to play the instruments. The children can spinning. You put water in the cup.” APL5.2a squirt diff erent colors of paint onto the paper. Place take turns using diff erent noisemakers as they one or two small balls in the box. Have three or march. APL5.1a Find a Match four children pick up the box and work together You will need pairs of socks in diff erent sizes and to roll the ball around, spreading the paint and Teddy Bear colors and a small laundry basket. Empty the socks making a design. This teaches children how to Give each child a stuff ed bear. Ask him/her to hold onto the carpet. Have the children fi nd matching work together to accomplish a task. APL5.3a one “hand” of the stuff ed animal and one hand socks which they will place as matched pairs with another child as they all walk around in a in the basket. Talk about these concepts: pair, circle singing this song: matching, same and diff erent. APL5.2a Teddy bear, teddy bear, turn around. Teddy bear, teddy bear, touch the ground. BRIGHT IDEA Teddy bear, teddy bear, shake your hips. If the children are having a diffi cult time working Teddy bear, teddy bear, blow a kiss. together with such a large box, fi nd a smaller box Teddy bear, teddy bear, jump up high. 36-48 months and have the children work with a partner. Teddy bear, teddy bear, see me smile. Teddy bear, teddy bear, give a hug. Teddy bear, teddy bear, lots of love. APL5.1a My Own Kickball In the art center, provide each child with a medium-sized paper bag, newspaper, markers Help Me, Please and crayons. Each child will write his/her name Give the children paper napkins to place on their 24-36 months on a bag and decorate it. Then ask the children heads. While music plays, the children dance to tear lots of newspaper into strips and stuff the around. If the napkin falls off a child’s head, he/ strips into their bags until they are about three- she freezes. Another child can unfreeze the fi rst Let’s Paint Together quarters full. Fold over the top of the bags and child by touching him/her. The unfrozen child Cover a table with butcher paper and provide securely tape shut. Have the children squish and picks up his/her napkin and returns to the activity. paints, brushes, rollers and sponges. Encourage shape them so they are round like a ball. Outside, APL5.3a the children to work together to paint. Describe encourage the children to pair up and take turns what each child is doing. APL5.2a throwing the ball to each other. APL5.3a APL5 domain APL: approaches to play and learning Strand: PLAY

#47 Standard: APL5 – The child will demonstrate a cooperative and Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months ﬂ exible approach to play and learning.

12-24 months 24-36 months 36-48 months

NO APL5.2b APL5.3b INDICATOR Helps and shares in a social Plans, initiates and setting with adult guidance. completes cooperative activities with adult guidance. Two-year-olds can work with a responsive adult to develop their social skills. They Guided by their teacher, three-year-olds want to help peers and are encouraged are learning to work cooperatively with to take turns and share materials when their peers. When the teacher provides guided by their teacher. instructive and specific feedback, she can help children learn to plan, initiate and carry out activities.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #47 APL5 – The child will demonstrate a cooperative and ﬂ exible approach to play and learning.

24-36 months

Banana Muﬃ ns A Necklace for You Make Room for Me Reading a story such as “The Little Red Hen” by In small group, provide large laces and beads. Use masking tape to create an island on the fl oor. Margot Zemach before baking is a great way to Challenge the children to make a necklace for a Tell the children it is a safe place to get away from introduce the concept of working together. You friend in the group. Encourage conversation by imaginary sharks in the water. Play upbeat music will need: saying, “I noticed you gave Ryame the red and and have the children walk or march around the ½ cup butter (1 stick) blue necklace. Tell me about that.” APL5.2b island. When the music stops, the children rush 1 cup sugar to get on the island and away from the sharks. 3 ripe bananas Tricycle Wash Encourage them to help friends who may still be 2 eggs Give the children sponges and a large bucket in the water. Each time, make the taped island 2 cups fl our of water with some child-safe soap added. smaller. Encourage the children to cooperate ¼ teaspoon salt Encourage them to work together to wash the and get their friends on the island. APL5.3b 1 teaspoon baking soda tricycles on the playground. They can also wash 1 teaspoon vanilla the slide or other playground equipment. Give Let’s Make a Pizza When cooking with young children, it is important some of the children squirt bottles to rinse them Read The Little Red Hen Makes a Pizza by to get everyone involved. Encourage the children off when clean. APL5.2b Philemon Sturges and Amy Walrod. After reading, to take turns adding all the ingredients. In a large encourage the children to name the steps used bowl, cream the butter and sugar; then add the to make a pizza. Provide the ingredients and have eggs and vanilla. Help the children crack the eggs them to make their own pizzas. APL5.3b into a small bowl fi rst so if they get shell in the Planting Flowers eggs, it can be removed easily. Young children 36-48 months Discuss fl owers and what they need to grow. love to crack eggs. Next have the children peel Dictate what the children think plants need. Plant the bananas and put them in a baggie. Seal it a “class plant” and ensure that the class has the tightly, then have the children mash the bananas. opportunity to give the plant everything it needs. Add this to the wet ingredients, mixing all together Juggling Act Have the children sit on the carpet or outside Encourage the children to observe the plant while well. Have the children add the dry ingredients it’s growing and draw observations. APL5.3b and mix again. Have them take turns scooping the with their feet apart and touching the foot of the batter into well-sprayed muffi n tins using an ice child on either side so they form a circle. Hand Coach and Player a child a ball to roll on the fl oor to another child. cream scoop. Bake in preheated oven at 350°F Pair up the children as a coach and a player. The The children need to keep the ball moving while for 15 to 20 minutes. Enjoy delicious muffi ns. coach gives the commands while the player does maintaining their closed circle. Add additional APL5.2b what the coach says such as run in place, stand balls to make the activity interesting. APL5.3b on one foot, turn around or jump high. You will tell the children when to switch roles. APL5.3b APL5 domain APL: approaches to play and learning Strand: PLAY

#48 Standard: APL5 – The child will demonstrate a cooperative and Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months ﬂ exible approach to play and learning.

12-24 months 24-36 months 36-48 months

NO APL5.2c APL5.3c INDICATOR Shows creativity, Finds a creative, inventive inventiveness and flexibility in way of doing a familiar task his/her approach to play with or solving a problem with adult guidance. adult guidance.

Guided by their teacher, two-year-olds Three-year-olds are learning to are beginning to create and carry out work with their teacher to solve problems. simple roles during play. The teacher makes They are learning that there is more than suggestions to facilitate the interaction one way to approach a task. With the among the children. support of a teacher, they are able to work through their frustrations.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #48 APL5 – The child will demonstrate a cooperative and ﬂ exible approach to play and learning.

24-36 months

My Turn to Play Threading Tubes Paper Plate Skate Provide a variety of farm items such as a toy barn, Give the children paper towel tubes to paint in Give each child two thin paper plates as “skates.” animals, tractors, fence and people. Play with the a variety of colors. When dry, cut into several Play children’s disco music such as “Bounce, Rock, children. Encourage them to take turns with the pieces. Twist four to fi ve pipe cleaners together to Skate” by Vaughan Mason and Crew. The children toys by saying, “My turn, I’ll be the farmer,” and create one long strand. Tuck in sharp ends. Hook create movements to skate on the carpet. APL5.3c “Your turn, what will you be?” APL5.2c the long strand on one tube at bottom to keep others from falling off . Encourage the children to Chopsticks with Lunch Red Light, Green Light thread the tubes onto the strand to create a long Provide chopsticks and encourage the children to Play this traditional game. Encourage the children snake. When fi nished, play music and have them eat with them instead of traditional utensils. You to think of other ways to move toward the traffi c drag their snakes around the room. APL5.2c may want to secure the chopsticks together with light such as crawling or twirling. APL5.2c rubberbands to make this task easier. APL5.3c Fruit Salad Fork Painting After washing hands, give the children plastic Tell the children they can paint with many kinds of knives and fruit such as bananas, oranges, pears. objects. Provide a variety of items such as forks, As you supervise, encourage them to cut the fruit TEACHER TIP straws and toy tires. Talk with them about which Off er the children the opportunity to participate and place it in a large bowl. Talk with them about were easiest and hardest to paint with. APL5.3c in all or just one aspect of the Threading Tubes which fruits they like and what other fruits might activity. Recognize children’s interests. Some will be good to add. Have the children stir and serve mostly enjoy painting while others might only in individual bowls. APL5.2c want to dance. Simon Says TRANSITION TIP Play this game with the children and encourage Call out diff erent animal movements for the them to move in a variety of ways when you say, children to imitate to get to the next activity. “Simon says.” APL5.2c 36-48 months For example, say, “Swim like a fi sh to the door.”

Silly Ways of Walking TEACHER TIP Tell the children they will walk to the centers or TEACHER TIP When going outside, provide open-ended materials playground today in a new, funny way. Teach Have the children try inventive ways of putting on to enhance the environment, such as a fl at sheet them how to walk like a crab or hop like a bunny outer clothing when going onto the playground, to create a cover or fort. and ask them for other fun ways to walk. APL5.3c such as wearing a coat or hat backward. APL5 domain APL: approaches to play and learning Strand: PLAY

#49 Standard: APL5 – The child will demonstrate a cooperative and Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months ﬂ exible approach to play and learning.

12-24 months 24-36 months 36-48 months

NO NO APL5.3d INDICATOR INDICATOR Demonstrates emerging flexibility in his/her approach to play and learning.

Three-year-olds are discovering how to play with others. They have preferences for play with certain toys and activities.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #49 APL5 – The child will demonstrate a cooperative and ﬂ exible approach to play and learning.

36-48 months

Dino Fun Nail Salon What Can You Do With…? You will need a dinosaur puzzle and a sensory tub Place items in the dramatic play area for a “nail Show the children common objects such as a spoon, full of sand. Bury the dinosaur puzzle pieces. Have salon.” Include items such as Q-tips® and water, piece of paper or pebble. Ask them to think of ways the children work as a team to put the puzzle and invite the children to polish nails, working to use the object other than its normal use. Off er together as they uncover each piece. APL5.3d together. APL5.3d suggestions to get them started. For example, a paper clip can hold a bag of chips closed. APL5.3d What Do Animals Eat? Be My Buddy Bring in a variety of healthy foods for the children to After the children have practicd playing outdoor taste that they may not usually eat such as carrots, games such as Tag, introduce a twist to the normal radishes or edamame beans. Invite the children rules. For example, the children might skip or hop to wear animal headbands and pretend to eat like on one foot instead of running to tag someone. that animal. “I’m wearing rabbit ears. Watch me eat APL5.3d TEACHER TIP this carrot without using my hands,” or “I’m wearing Encourage fl exible thinking in the children by horse ears, watch me eat this apple.” APL5.3d Boom Chicka Boom modeling your thinking out loud or asking them Lead the children in the song, “Boom, Chicka, questions such as, “What else could you say?” There Was an Old Lady Boom.” Children repeat the leader: and “What else could you do?” or “What could Read There Was an Old Lady Who Swallowed a I said a boom, chicka, boom (I said boom, we do diff erently next time?” Fly by Simms Taback. Use a plastic trash can with chicka, boom) a swing lid as the old lady. Have the actual objects I said a boom, chicka, boom (I said boom, or use pictures of the items she swallowed. chicka, boom) Encourage the children to take turns “feeding” I said a boom, chicka, rocka, chicka, rocka, the old lady as the story is reread. APL5.3d chicka, boom (I said a boom, chicka, rocka, Freeze Game chicka, rocka, chicka, boom) Play music, and encourage the children to dance Ah ha (Ah ha), while the music plays and freeze when it stops. Oh, yeah (Oh, yeah), Dance quickly for fast tempo songs, slowly for One more time. (One more time.) slow tempo songs. Then reverse the cues. Fast ______style. music means slow dancing. Slow music means TEACHER TIP Encourage the children to make up new verses, fast dancing. APL5.3d Add real and found items to the block area such do a baby voice, a monster voice or an opera Puzzle Time as paper towel rolls, PVC pipes and plastic cups. voice. APL5.3d Encourage the children to work cooperatively Encourage the children to include these items to complete a fl oor puzzle. The children will when building. Model ways these items can be collaboratively complete the puzzle. APL5.3d used in their structures. CLL1 domain CLL: communication, language and literacy Strand: RECEPTIVE LANGUAGE

#50 Standard: CLL1 – The child will listen to conversations and Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months demonstrate comprehension.

12-24 months 24-36 months 36-48 months

CLL1.1a CLL1.2a CLL1.3a Responds to language Listens and responds to Listens and responds during conversations, songs, brief conversations and to conversations and stories or other experiences. group discussions. group discussions.

One-year-olds are listening and watching Two-year-olds are beginning to listen Three-year-olds participate in one-on-one their environments to make meaning from and participate in conversations and group conversations. The ability to listen and what they see and hear. They learn activities. For short periods of time respond in a group setting is emerging. language when participating in songs or (1-2 minutes), they can listen to books With practice, they can listen and respond when being read books by observing how being read or play simple games. Actively in large group for a short period of time adults and peers around them interact. observing and imitating words from the (3-5 minutes) when engaged with books, Wants and needs become more clear to environment adds to their rapidly increasing props or interesting games. teachers as one-year-olds learn to say words. vocabulary and communication skills.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #50 CLL1 – The child will listen to conversations and demonstrate comprehension.

12-24 months

Happy and You Know It Rainbow Fish Guess the Object Sing “If You’re Happy and You Know It.” Encourage After reading The Rainbow Fish by Marcus Fill a large container with small objects from the child participation by modeling actions and using Pfi ster, place butcher paper over a long table. classroom and fasten the lid. Ask a child to come statements such as “Clap your hands. Clap with Give the children lots of paint colors and have up front. Show the container to the child and say, me.” Repeat the activity and pause to allow the them paint on the paper. Ask questions such as for example, “I spy something black and you use children to clap and sing. CLL1.1a “Tell me about those two colors you painted,” or it to fi x hair.” When the child guesses the correct “What kind of line do you think that big brush will object, remove the lid and let that child hold the Act It Out! make?” After the paint dries, have the children glue item. Encourage the other children to help as Read an interactive story, such as Head to Toe on stickers or bits of shiny paper. Encourage them needed and let them take turns as long as they by Eric Carle, and encourage the children to to describe the collage using words such as pretty, are interested. CLL1.3a participate. Ask the children to touch a body part blue, shiny. Cut out one or two large fi sh to display or imitate a movement according to the story. in the room. CLL1.2a Rules for the Road Ask, “What is he touching? Can you touch your Show the children examples of road signs. Use head?” CLL1.1a the signs to facilitate a discussion about the need for traffi c signs and road rules. Ask questions such as, “What do you do when you see this sign?” and “What happens if you don’t follow that rule?” 24-36 months To extend the activity, engage the children in brainstorming possible playground rules. CLL1.3a

Mealtime Moments Encourage group discussion during routine times 36-48 months such as snack and lunch. Conversations can include what food is being served or activities that occur throughout the day. Ask questions such The Three Little Pigs as, “What do you think we are having for lunch While reading “The Three Little Pigs,” ask the today?” Build on the children’s responses. Say, children questions such as, “What would you do?” TEACHER TIP “Chicken nuggets are one of my favorites too. Do or “What type of house would you want to live you like to use any dipping sauces?” CLL1.2a Oral language is a big predictor of future reading in?” Use props such as puppets or fl annel board success. A common saying is, “If a child doesn’t pieces to keep the children engaged. CLL1.3a hear a word, the child won’t say that word. If he doesn’t say it, he won’t read it.” CLL1 domain CLL: communication, language and literacy Strand: RECEPTIVE LANGUAGE

#51 Standard: CLL1 – The child will listen to conversations and Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months demonstrate comprehension.

12-24 months 24-36 months 36-48 months

CLL1.1b CLL1.2b CLL1.3b Listens to and follows Listens to and follows Listens to and follows multi-step simple directions. one-step directions. directions with support.

The relationship between teacher and Two-year-olds gain vocabulary and physical Three-year-olds are able to toddler evolves as one-year-olds begin mobility at a rapid pace. With support, they follow multi-step directions with support, to understand the exchange of language, are able to comprehend a simple, specific modeling and reminders. including directions and requests. Children request and respond accordingly. at this age are able to comprehend and perform simple tasks when asked.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #51 CLL1 – The child will listen to conversations and demonstrate comprehension.

12-24 months 36-48 months

Teacher Says Head, Shoulders, Knees and Toes Tooty Ta At circle time, play Simon Says but substitute Sing “Head, Shoulders, Knees and Toes” through Play or sing “Tooty Ta” by Jack Hartmann and the teacher’s name for Simon. For example, say, one time and encourage the children to make the dance along. Encourage the children to follow the “Miss Betty says clap your hands… Miss Betty hand motions. Sing slowly a second time and pause directions in the song. CLL1.3b says stop.” This activity can be used at various to allow the children a chance to imitate. CLL1.1b times throughout the day such as outdoor play Freeze Dance or transitions. CLL1.1b Begin playing any upbeat song and encourage the children to move in diff erent ways. For example, Cleaning Up have them jump up and down or wave their hands Give the children a simple, specifi c task to 24-36 months in the air. Periodically pause the music. When the complete such as, “Place this green block into music stops, the children have to freeze. After a the box.” Make up songs to help the children few seconds, resume playing the music. CLL1.3b clean up. Sing to the tune of “the Farmer in Animal Actions the Dell”: Simon Says Read a short, simple story about animal movements Teach the children to play Simon Says. Give We’re picking up the blocks, such as Quick as a Cricket by Audrey Wood. Ask We’re picking up the blocks; instructions that are two steps at a time such as, the children to imitate the movements and sounds “Simon Says squat down and quack like a duck.” Hi-ho, here we go, of the animals in the story. CLL1.2b We’re picking up the blocks. CLL1.1b CLL1.3b Move Like a… Play the song “Animal Actions” by Greg & Steve from the Kids in Motion CD. Act out the movements as directed in the song. CLL1.2b Bop and Stop BRIGHT IDEA Ahead of time, create picture cards with movements Pair pictures or objects with verbal directions. and things to do, for example: three jumping jacks, fi ve donkey kicks, count to three, crawl or tell a joke. This activity can be done inside or outside. Gather the children in a group. Play music TEACHER TIP and when the music stops hold up a card with an When introducing the children to a new routine TEACHER TIP action. Have fun. Encourage the children to be or procedure, limit your instructions to two steps. Label child-sized shelves with photographs to silly and help their friends as needed. CLL1.2b For example, say, “Hang up your coat and sit on help with cleanup. the circle rug.” CLL1 domain CLL: communication, language and literacy Strand: RECEPTIVE LANGUAGE

#52 Standard: CLL1 – The child will listen to conversations and Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months demonstrate comprehension.

12-24 months 24-36 months 36-48 months

CLL1.1c CLL1.2c CLL1.3c Responds to adult Responds to questions with Responds to more questions with answers. appropriate answers. complex questions with appropriate answers. One-year-olds can listen to questions Two-year-olds gain vocabulary at a rapid adults ask and provide simple answers to pace. With support and practice, they are With support, three-year-olds are show they have understanding of able to comprehend questions and respond able to understand questions and what has been asked. accordingly using words and/or actions. requests. Their ability to communicate “Appropriate” answers are those that this comprehension increases over the answer the question being asked. course of the year with practice. They have increased listening skills and are able to answer questions appropriately.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #52 CLL1 – The child will listen to conversations and demonstrate comprehension.

12-24 months

Which One? What is the Weather? Floating Egg Give the children two choices during a specifi c Sing this song to the tune of “Mary Had a Little Do this simple experiment to encourage the activity throughout the day. Ask, “Would you like Lamb” to encourage the children to answer children to talk about what they are thinking. a blue one or a green one?” or “Do you want a questions about the weather. You need: book or a truck?” Have them select one. CLL1.1c What’s the weather like today, 1 clear cup like today, like today? 1 raw egg Find the Cow What’s the weather like today, Water Read a farm animal book to interested children. What do you see outside? Salt Favorites include Old MacDonald Had a Farm by Do you see the sun or rain, Ask the children if they think an egg will fl oat or sink Child’s Play, My Big Farm Book by Roger Priddy wind or snow, hot or cold? if you put it in water. Get answers. Carefully set the and Animals on the Farm by Christopher Hernandez. Will you put a sweater on or egg in a cup of water. Ask, “What happened?” (It Ask the children to identify the animals by pointing will you wear a coat? CLL1.2c should sink.) Ask the children, “Does anybody have and saying, “Show me the duck,” or by naming any idea how we can make it fl oat?” Have a child them, “What animal is that?” CLL1.1c add a tablespoon of salt and stir until dissolved. Try Art Adventures the experiment again. Continue adding tablespoons Set up art experiences such as painting on of salt until the egg actually fl oats (two or three newsprint or wallpaper samples. Talk about what 36-48 months tablespoons). The egg fl oats because adding salt the child is creating: “Tell me about your picture.” changes the water’s density. When the water is Record the comments and read them to the child. more dense than the egg, the egg will fl oat. “Here’s what you said about your picture.” CLL1.1c Encourage the children to ask more questions If You Give a Mouse a Cookie such as, “What if we used a boiled egg? What if we Read one of Laura Numeroff ’s books such as used pepper instead of salt? What about brown If You Give a Mouse a Cookie. Help the children eggs compared to white eggs?” Ask the children create their own versions using a similar formula. what else they want to test. CLL1.3c 24-36 months “If you give Stacey a bowl of ice cream, she’ll want sprinkles to go with it.” Encourage the children to Story Questions draw pictures and dictate a story as they answer Read one of Richard Scarry’s books such as Best your questions. CLL1.3c Word Book Ever with a few children. The book What Do You See? encourages them to browse and to ask and Read Dear Zoo: A Lift-the-Flap Book by Rod answer questions about many diff erent things. Campbell which invites children to guess which Look at the pages and encourage the children to animal might be hiding behind the fl ap. Encourage point and talk about the diff erent objects. CLL1.3c the children to respond to each page. CLL1.2c CLL2 domain CLL: communication, language and literacy Strand: RECEPTIVE LANGUAGE

#53 Standard: CLL2 – The child will acquire vocabulary introduced Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months in conversations, activities, stories and/or books.

12-24 months 24-36 months 36-48 months

CLL2.1a CLL2.2a CLL2.3a Demonstrates understanding Demonstrates understanding Demonstrates understanding of simple words through of words through actions of vocabulary through his/her actions. and/or conversations. everyday conversations.

One-year-olds can understand many more Two-year-olds gain vocabulary Three-year-olds can understand most words than they can produce. They are and physical mobility at a rapid pace. of what teachers say. In a language-rich learning language from interactions with With support, they are able to comprehend environment, their vocabulary increases teachers, peers and familiar adults. and respond accordingly. rapidly. Through conversations, they can understand and use new words.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #53 CLL2 – The child will acquire vocabulary introduced in conversations, activities, stories and/or books.

12-24 months

Point It Out Picture Bingo Annoying and Awful Vocabulary Look at a book with the children and have them Create picture Bingo cards. Use bottle caps as Read The Absolutely Awful Alphabet by Mordicai point to familiar objects. Ask questions such as, markers. Call out an object and have the children Gerstein. There are many new vocabulary words “Where is Spot? Where is the ball?” CLL2.1a place a cap on that object if they fi nd it on their in this book. Read a page and ask the children cards. This is not a win/lose game; the children questions such as, “A is an awfully arrogant Fun Fingerplays should just fi ll the cards. CLL2.2a amphibian who is annoyed. Have you ever Sing “Twinkle, Twinkle, Little Star” or “The Itsy, been annoyed at someone? What did they do to Bitsy Spider” while using hand motions for the Elephant Dance make you annoyed?” Look at the picture of the children to imitate. CLL2.1a Sing “The Elephant Dance” to the tune of “Here amphibian and see if the children can guess what We Go Round the Mulberry Bush”: that word means. CLL2.3a Belly Buttons This is the way the elephants dance, With toddlers who show interest, read Where Elephants dance, elephants dance. Oobleck Is Baby’s Belly Button? A Lift-the-Flap Book by This is the way the elephants dance Make Oobleck with the children by having them Karen Katz. As you read, ask them to show you On a bright and sunny morning. mix one small box of cornstarch and about 1½ their belly buttons, eyes and hands. CLL2.1a As the children sing, encourage them to hang an cups of water. Have the children pour the water arm down like a trunk and use heavy feet to move. into a small bowl. Show them the cornstarch and Change it up using diff erent animals. CLL2.2a have them touch it to see how it feels: smooth and cold. Encourage them to use new vocabulary. Have the children add the cornstarch to the water. BRIGHT IDEA Add food coloring if you want. Have the children Assist the children by pointing to diff erent parts mix the ingredients together with their hands. Talk of the body if they are having diffi culty. with them about how it feels and what it looks like. Encourage lots of rich conversation. CLL2.3a 36-48 months 24-36 months My Picture, My Words Provide an opportunity for the children to draw The Freeze pictures about a common experience, such as TEACHER TIP Play “The Freeze Song,” encouraging the children to a fi eld trip to the farm. Encourage them to Post a weekly word wall as a reminder of words dance, then stop when they hear “freeze.” CLL2.2a describe their work. The teacher can write their you are introducing that week and will continue descriptions on the drawings. CLL2.3a to use. CLL2 domain CLL: communication, language and literacy Strand: RECEPTIVE LANGUAGE

#54 Standard: CLL2 – The child will acquire vocabulary introduced Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months in conversations, activities, stories and/or books.

12-24 months 24-36 months 36-48 months

CLL2.1b CLL2.2b CLL2.3b Listens to simple stories. Listens and understands Listens and understands familiar vocabulary from new vocabulary from activities, Exposing a young child to books and stories at any age is critical to language activities, stories and books. stories and books. development. One-year-olds enjoy hearing new and familiar stories while cuddling and Two-year-olds gain vocabulary at a rapid Three-year-olds can understand most reinforcing bonds with their teachers. pace. One rich source of new vocabulary of what teachers say. In a language-rich is listening to books being read by familiar environment, their vocabulary increases adults. As young children hear stories, they rapidly. They learn new words through hear new words and are able to use stories, books and activities and use them in daily activities. them in context or dramatic play.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #54 CLL2 – The child will acquire vocabulary introduced in conversations, activities, stories and/or books.

12-24 months 24-36 months

Doggies Wheels On The Bus Community Helpers Read Doggies by Sandra Boynton. The children As you sing the familiar song “Wheels on the Bus” Read a book to the children about community will love hearing about all the diff erent barks that with the children, pause and ask them questions helpers such as Al Yankovic’s When I Grow dogs can make. Encourage the children to imitate such as, “The babies on the bus go ______. Up. Introduce new props and clothing in the the diff erent barking sounds. CLL2.1b What sound do babies make?” CLL2.2b dramatic play area. Encourage the children to use vocabulary during center time: “I will be the Old MacDonald Green Sheep police offi cer because I have the badge and you Make simple animal puppets using paper plates Read Where is The Green Sheep? by Mem Fox. can be the veterinarian because you have the or pictures glued to paint sticks. Give each child Pause throughout the book and ask the children stethoscope.” CLL2.3b an animal puppet. Encourage the children to show to fi nd a variety of sheep. “There are red sheep their puppets as you sing the familiar song “Old and blue sheep, wind sheep and wave sheep, Handa’s Hen MacDonald Had a Farm.” CLL2.1b scared sheep and brave sheep, but where is the Read the beautifully illustrated book Handa’s Hen green sheep?” Afterward, create a fun matching by Eileen Browne. In this story the children will game for the children using cutout sheep in learn about Handa, a young girl from the Luo tribe, a variety of colors and with diff erent facial who feeds breakfast to Mondi, her grandma’s expressions. Have the children turn over two black hen, every morning. This morning, however, TEACHER TIP sheep at a time to determine if they match. Have Mondi is nowhere to be seen. So Handa and As you read, use a variety of voices and sounds them describe the sheep as they play. CLL2.2b her friend Akeyo set off to fi nd her. Where could to keep the children engaged. Mondi be? Pause throughout the book and ask the children questions about the animals and things they notice on the pages. CLL2.3b 36-48 months Sing-a-Story Read or sing the favorite book Five Little Monkeys Jumping on the Bed by Eileen Christelow. Use fi nger puppets to follow along with the story. You Let’s Read About It might also have the children be the monkeys and Introduce books with interesting, new vocabulary jump on a sheet on the fl oor, pretending it is a such as Leo Lionni’s A Color of His Own. Engage bed. CLL2.1b the children in a discussion about new words in TEACHER TIP the story such as “camoufl age” and “chameleon.” Remember to use new vocabulary throughout the Explain why some animals use camoufl age in their day. Continue to repeat the new words and use environment. CLL2.3b them consistently. CLL3 domain CLL: communication, language and literacy Strand: EXPRESSIVE LANGUAGE

#55 Standard: CLL3 – The child will use nonverbal communication Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months for a variety of purposes.

12-24 months 24-36 months 36-48 months

CLL3.1a CLL3.2a CLL3.3a Communicates needs and Communicates needs and Uses gestures and actions to wants through nonverbal wants through nonverbal enhance verbal communication gestures and actions. gestures and actions, of needs and wants. in addition to verbal One-year-olds can understand many more The vocabulary of three-year-olds increases words than they can produce. At this age, communication. rapidly in a language-rich environment. Their nonverbal gestures, actions and body confidence and ability to communicate is language aid in communication. Two-year-olds are increasing their ability to enhanced by the use of expressive gestures communicate their needs and wants. In this and actions with words. year, they will add language to gestures, actions and body language.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #55 CLL3 – The child will use nonverbal communication for a variety of purposes.

12-24 months 24-36 months

Hello, Goodbye! Skidamarink We’re Looking All Around Read Go, Dog, Go by P.D. Eastman with the children. Sing this song and do the motions with the children. Have the children use gestures, such as using While reading, encourage them to wave hello and Skidamarink a dink a dink (Put your right elbow their hands as pretend binoculars while singing goodbye when they hear the words. During arrival in your left hand and wiggle your fi ngers); these words to the tune “A-Hunting We Will Go”: and departure, encourage the children to wave Skidamarink a doo (Put your left elbow in your We’re looking all around. hello and goodbye to others. CLL3.1a right hand and wiggle your fi ngers); We’re looking all around. I love you (Hug yourself; point to the others). Hi-ho, the derry-o Please and Thank You Skidamarink a dink a dink. Skidamarink a doo. We found the _____ right there. Talk about when to say “please” and “thank you.” I love you. I love you in the morning Fill in the blank with the selected item. CLL3.3a Read The Berenstain Bears’ Please and Thank You (Circle arms overhead and bend to one side); Book by Stan and Jan Berenstain. Sing this song And in the afternoon (Stand tall; arms high). What’s Your Sign? to the tune of “Frère Jacques.” Teach the signs for I love you in the evening (Bend the other way); Have the children stand in a circle. Start by saying please and thank you to accompany the song. And underneath the moon (Circle your hands in your name and doing a movement such as raising Please and thank you, please and thank you, front of your chest; move them overhead). one arm. Then have the children repeat your name Special words, special words. Skidamarink a dink a dink. Skidamarink a doo. and the movement. Next, have the child to your left Remember please and thank you. I love you. CLL3.2a say his/her name and add a new movement. Then Remember please and thank you. go back to the beginning: have the children repeat Special words, special words. CLL3.1a Bear Hunt your name and movement, plus the name and Sing the familiar tale “We’re Going on a Bear Hunt” movement of the child to your left. Each child gets More and No More and use motions to act out each part. CLL3.2a to add his/her name and a movement. Each time, At snack time, teach the children to nod yes or no the class goes back to the beginning and repeats in response to wanting more food. Ask, “Would the names and movements from the top. This can you like more cheese?” Wait for a response and get pretty silly! CLL3.3a model by shaking your own head and responding, “Naomi says no more cheese.” CLL3.1a 36-48 months

What’s Next? TEACHER TIP TEACHER TIP When a child completes an activity ask, “What Teach the children signs to use when confl ict arises Use signs to accompany words. Signing resources would you like to do now?” Give the child time to among friends. They can put their hands out to are available in this toolbox in the BRIGHT IDEAs think and respond. Follow his/her gesture or gaze signal, “Stop.” Or they can put their fi ngers to their section. and, if necessary, off er appropriate words. CLL3.3a lips when asking a friend to be quiet. CLL3 domain CLL: communication, language and literacy Strand: EXPRESSIVE LANGUAGE

#56 Standard: CLL3 – The child will use nonverbal communication Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months for a variety of purposes.

12-24 months 24-36 months 36-48 months

CLL3.1b CLL3.2b CLL3.3b Uses some nonverbal Gains awareness of how to Communicates feelings using gestures and actions used by communicate feelings using nonverbal gestures and actions. others to express feelings. nonverbal gestures and actions. A three-year-old’s ability to communicate One-year-olds learn language and how to Two-year-olds are increasing their ability is enhanced by the use of expressive express themselves by listening and to communicate pleasure and discontent. gestures and actions with words. As they watching others in their environment. As Teachers assist toddlers’ successful become more aware of others’ emotions they watch and listen to what others do and communication by modeling gestures for and their own feelings, the ability to say, they absorb this information and them to imitate. express those feelings using gestures begin to imitate it. and actions is very important.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #56 CLL3 – The child will use nonverbal communication for a variety of purposes.

12-24 months 24-36 months 36-48 months

The Way I Feel If You’re Mad and You Know It Feelings Charades Read a book such as The Way I Feel by Janan Change the words to the familiar song and sing Whisper to a child a particular feeling such Cain and encourage the children to make the about other feelings and actions. as happy, sad, frustrated, angry, surprised or diff erent faces they see in the book. CLL3.1b If you’re mad and you know it, disappointed. Provide an opportunity for the Stomp your foot. child to act out the feeling. Encourage the other Throw Kisses If you’re mad and you know it, children to guess how the child feels. CLL3.3b Sing this fun song with the children to the tune of Stomp your foot. “I Wish I Had a Little Red Box”: If you’re mad and you know it, I wish I had a little red box Everyone will know it. to carry my Jordan’s in. If you’re mad and you know it, I’d take him/her out and kiss, kiss, kiss Stomp your foot. CLL3.2b TEACHER TIP and put him/her back again! Encourage the children to seek help from adults Encourage the children to throw kisses while Feelings Song when needed to control their emotions. singing the song. CLL3.1b Sing this song with the children: Sometimes on my face you’ll see (Point to face.) I Have a Happy Face How I feel inside of me (Point to chest.) Sing this song to the tune of “I’m a Little Teapot” A smile means happy (Smile.) and point to your face while showing emotion. I have a happy face, A frown means sad (Frown.) Thumbs Up/Thumbs Down Just watch me grin. And gritting teeth, means I’m mad (Grit teeth.) Provide opportunities for the children to express I have a great big smile When I’m proud, I beam and glow (Smile.) how they feel about activities, books, songs and From my forehead to my chin. But when I’m shy, my head hangs low meals using thumbs up/thumbs down. Ask, “Did When I’m upset (Hang head.) you like that book? If yes, give me a thumbs up. And things are bad, CLL3.2b If no, give me a thumbs down.” CLL3.3b Then my happy face I Get Angry Turns to sad. CLL3.1b Emotional Cubes Read When I Feel Angry by Cornelia Maude Using tissue boxes, create two “die” cubes to roll. Share a Feeling Spelman with the children. Create a board with Label one cube with diff erent animal names. Label Use an empty cube-shaped box such as a tissue picture cues of things the children can choose to the other with diff erent feelings words. During box and draw or glue pictures of faces expressing do when they get angry, such as call someone on circle, have the children roll the “dice” and act out feelings on each side: happy, sad, angry and a pretend phone, stomp a foot or sit in a cozy area what they see. If a child rolls “cat” and “sad,” ask excited. Encourage children to roll the box “die” and look at a book, to help calm down. CLL3.2b the child to pretend to be a “sad cat.” CLL3.3b and act out the emotion that comes up, with teacher support, and name the emotion. CLL3.1b CLL3 domain CLL: communication, language and literacy Strand: EXPRESSIVE LANGUAGE

#57 Standard: CLL4 – The child will use increasingly complex Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months spoken language.

12-24 months 24-36 months 36-48 months

CLL4.1a CLL4.2a CLL4.3a Experiments with Strings sounds and/or words Speaks clearly enough spontaneous vocal play. together with voice inflections. to be understood.

Becoming more aware of vocalizations Two-year-olds’ communication strategies The language of a three-year-old and the meaning of words is fun for a continue to expand. Expressive language should be easily understood. Sentences one-year-old. Sounds begin to take form begins to be more easily understood. will become more complex as they are and fall into patterns as the young child The child merges sounds into conventional able to articulate ideas. experiments with creating sounds words and phrases with voice inflection. and altering inflections.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #57 CLL4 – The child will use increasingly complex spoken language.

12-24 months

Babble Back Get the Phone Give Me a Call Repeat child-initiated babbles back to the child and Using pretend telephones or a curved piece of PVC On the playground, give the children several have a babble conversation or start a conversation pipe, engage the children in a phone conversation. pieces of PVC pipe. Encourage them to put the using simple sounds with the child. CLL4.1a Use a variety of infl ections. Ask questions where pipes together to make “telephones” so they can your pitch or tone goes up at the end. Use complex talk to each other from across the way. Have the The Itsy Bitsy Spider sentences in your conversation. CLL4.2a children “call” one another and talk about what Sing “The Itsy Bitsy Spider” with the children. they are doing or where to meet. CLL4.3a Sing several times using diff erent voices such as Goldilocks and the Three Bears a whisper voice with quiet motions and a gruff Give the children props to retell the story of Meaningful Conversations voice with big motions. As the children get older, “Goldilocks and the Three Bears”: three stuff ed Choose a time each day and engage in a rich, be silly with the voices; hold your nose and sing bears, three bowls, three chairs, three beds. meaningful conversation with a child. Make a again. CLL4.1a Encourage the children to change their voice list so you talk with every child every week. This infl ections as they tell the story. Papa Bear has a means a back-and-forth exchange for three to four deep, gruff voice. Mama Bear has a light, high minutes about whatever the child is interested in voice. Baby Bear has a whiny, baby voice. CLL4.2a talking about. Lunch or center time may be a good 24-36 months time for this. Ask the child open-ended questions about the activities he/she is engaged in such as, “Tell me what you are doing? What do you think would happen if…?” CLL4.3a Play House 36-48 months Set up play with multiple baby dolls, bottles, blankets and accessories. Encourage the children to interact and talk to the dolls as if the children Magic Microphone were adults. “Tell your baby what you’re doing,” Give a child a toy microphone and explain to the or “Ask the baby if he/she is hungry.” CLL4.2a children that the child holding the microphone is the one allowed to speak. Encourage the child TEACHER TIP holding the microphone to respond to teacher- An easy way to know whether a question is open posed questions such as, “What did you learn versus closed is this: If you know the answer, it is at school today?” or “What will you do this probably a closed question. Examples: How many? TEACHER TIP weekend?” CLL4.3a What color? Examples of open-ended questions: Make sure you have dolls that represent the What would happen if...? How do you know? cultures/ethnicities of the children in your class. What can we try next? CLL4 domain CLL: communication, language and literacy Strand: EXPRESSIVE LANGUAGE

#58 Standard: CLL4 – The child will use increasingly complex Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months spoken language.

12-24 months 24-36 months 36-48 months

CLL4.1b CLL4.2b CLL4.3b Uses one- to two-word Uses three- to four-word phrases Demonstrates use of phrases to communicate. and includes describing words. expanded sentences and sentence structures. During this year, one-year-olds are moving As conceptual understandings deepen from using non-word sounds to language. during the third year of life, communication The language of three-year-olds is Words begin to emerge as they learn to strategies begin to advance. A two-year-old becoming more sophisticated with communicate. will develop an awareness of attributes and increased vocabulary and the ability acquire a wider variety of ways to describe to create more complex sentences. what they want to communicate.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #58 CLL4 – The child will use increasingly complex spoken language.

12-24 months

Sand and Seek Colored Goop Describe Your Work Place familiar objects such as plastic animals, Give each child a small container of water and Encourage the children to dictate a sentence balls or small toys in a container fi lled with sand. have him/her color the water with food coloring or about the work they created. You may prompt their As the children dig, name the objects that they a fi zzy color tablet used for dying eggs. Give each thinking by asking questions such as, “Tell me about fi nd and encourage them to do the same. CLL4.1b child a turkey baster, spoon and medicine dropper what you created. Why did you do that? How did to use if desired. Model language and encourage you make it? What materials did you use?” CLL4.3b In and Out the children to talk about what they are doing: Create fun opportunities for the children to explore “Pour the water. Now stir the water. The spoon Sentence Strings the concepts of putting objects “in” and “out” or goes in!” After exploring, give each child a bowl of Start with a short sentence and encourage the “on” and “off .” Place a long VELCRO® strip on a cornstarch. The children can use spoons or their children to make it longer and longer. Give them wall. Give the children large pom-poms to stick fi ngers to add cornstarch to the water. Pretty soon Unifi x® cubes to match each word they use. Start to the strip wherever they like. Encourage them the mixture turns into “goop,” a fantastic sensory with, “The dog ran.” Ask the child, “What can to take the pom-poms “on” and “off ” and use experience. One moment it’s solid, the next it’s you say about the dog, maybe its color?” The those words. Give the children a muffi n tin with liquid. And it’s just plain fun to let it slip through sentence becomes, “The brown dog ran.” Ask the small balls and encourage them to place a ball your fi ngers! Encourage the children to describe child, “Where did he run to?” and the sentence in each opening. Model language: “You put the the goop and how it feels. CLL4.2b becomes “The brown dog ran to meet a friend.” ball in the muffi n tin.” Encourage the opposite Ask the child, “Why was he meeting his friend?” behavior: “Now can you take it out again?” As The sentence ends as, “The brown dog ran to they place the ball in and take it out, repeat the meet a friend so they could eat lunch together.” words “In and… out, in and… out.” CLL4.1b Write the sentence on a sentence strip, have the 36-48 months child place one Unifi x® cube for each word and count the total number of words. Challenge the children to make longer and longer sentences 24-36 months I Wonder… each time. CLL4.3b Share a nonfi ction book on a relatively unfamiliar topic such as Wong Herbert Yee’s Summer Days and Nights with the children. Before reading, Touchy-Feely provide an opportunity for the children to ask Place a variety of objects with diff erent textures in questions about the book’s pictures such as, a box such as a soft blanket, rough sandpaper or “Where does the sun go at night?” Write the TEACHER TIP crinkly tissue paper. As a prompt say, “I see that questions on chart paper. Revisit the list and Model complete sentences and repeat children’s you found a soft blanket.” Then ask the child to provide answers after reading the text. CLL4.3b tell you about the blanket. CLL4.2b verbalizations as they begin to practice. CLL4 domain CLL: communication, language and literacy Strand: EXPRESSIVE LANGUAGE

#59 Standard: CLL4 – The child will use increasingly complex Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months spoken language.

12-24 months 24-36 months 36-48 months

NO CLL4.2c CLL4.3c INDICATOR Describes experiences. Describes activities and experiences using details. As conceptual understandings deepen, communication strategies begin to advance. As three-year-olds become more in control of Two-year-olds will develop ways to increasingly complex language, they become communicate their ideas. more confident in expressing their ideas. They are now able to describe activities they have participated in using descriptive details. Teachers should encourage this behavior by asking children questions to obtain more detailed descriptions.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #59 CLL4 – The child will use increasingly complex spoken language.

24-36 months

My Sculpture Playground Patter Talk About It Give the children an assortment of art materials Take photos of the children on the playground. Invite a speaker to come into the classroom such including collage items, paint, tape and 3-D items. Print some out or show children the photos on a as a fi refi ghter, a dental hygienist or a family Encourage the children to create sculptures with phone or computer. Ask, “What are you doing in member. Provide an opportunity for the children them. Have each child name his/her sculpture and this picture? Tell us about it.” Encourage them to to share what they learned. Create a class book. describe to the group what he/she has created. name friends they are playing with or describe CLL4.3c CLL4.2c their actions. “It’s Carlos and me sitting in the wagon.” CLL4.2c Recorded Voices Record the children telling a story or singing a song and provide an opportunity for them to listen to themselves. CLL4.3c BRIGHT IDEA 36-48 months Book Commentary Prepare idea cards with suggestions for children Using a pretend microphone, provide an who may have trouble thinking of a sculpture to opportunity for the children to tell you what make. happened in their favorite books. CLL4.3c How Many…? Ask children an open-ended question about an What Did You Do? attribute of an animal or object and encourage Choose a few of the children to share what they them to provide as many responses as possible. did during center time. One child may share his/ Weekend with Beary Ask, “How many animals can you name that have her painting, while another may tell about what On Fridays, send home a stuff ed bear with each patterns on their bodies?” or “How many things he/she built in the block area. CLL4.3c child. Encourage the children and family members can you name that are cone-shaped?” CLL4.3c to have the bear participate in all of the family activities. If possible, ask the family member Taking a Trip to take pictures and send them to school on Read a book to the children about taking a trip Monday. Have the child talk about what he/she such as Taking a Trip: Going to See Grandma and Beary did over the weekend such as, “We by Mary Mullins. After reading, provide an watched cartoons and ate pancakes,” or “We opportunity for each child to draw a picture and visited my Grandma and we played soccer with dictate a trip that he/she took such as to the TEACHER TIP my brother.” CLL4.2c beach or to the grocery store. Ask prompting Encourage the children to be more descriptive by questions to get more details. CLL4.3c asking follow-up questions such as, “What color is your fl ower?” or “Tell me about the bunny’s fur.” CLL4 domain CLL: communication, language and literacy Strand: EXPRESSIVE LANGUAGE

#60 Standard: CLL4 – The child will use increasingly complex Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months spoken language.

12-24 months 24-36 months 36-48 months

NO CLL4.2d CLL4.3d INDICATOR Demonstrates an Uses expanded vocabulary expanding vocabulary. in a variety of situations.

As experiences broaden, two-year-olds Three-year-olds are learning vocabulary develop more ways to communicate ideas and context of language with every and express needs. The children try words experience and opportunity they are given. they have been exposed to and experiment They will practice using new language in an with ways to use those words. encouraging environment.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #60 CLL4 – The child will use increasingly complex spoken language.

24-36 months 36-48 months

Big Trucks What Is This? Mean Soup Read a book, such as My Big Truck Book by Roger Show the children unfamiliar pictures of objects or Read Mean Soup by Betsy Everitt to the children. Priddy, that shows a variety of trucks and what animals and encourage them to guess the name or Afterward, bring in a pot for pretend mean soup. they are used for. Talk with the children to see purpose of the object. For example, shown a picture Provide an opportunity for upset children to shout which trucks they are familiar with. Introduce new of a calf, a child might say, “It is a cow.” You would and stir words into it that tell how they feel until vocabulary if they are not sure what some trucks respond, “It is a baby cow. It’s called a calf.” CLL4.3d they feel better. CLL4.3d are called. For example, a child may call a truck “a digger.” Respond by saying, “Yes, that truck Class Tour Flashlight Spotlight does dig. It is called a bulldozer.” CLL4.2d When visitors come to the classroom, encourage Have the children sit in a circle and sing “Star Light, the children to take them on a tour of the room Star Bright.” While singing, point the fl ashlight at a Lunch Vocabulary identifying the diff erent spaces and materials. child. Encourage the child to stand up and tell the For toddlers to learn words, they need to hear The tour guide may point out the microscope class a few things about himself/herself. CLL4.3d many words spoken every day. Snack time in the science center, the easel in the art center and lunchtime are great opportunities to make or hollow blocks in the block area. He/she may Tell Me this happen. Talk about the diff erent foods the also describe for the visitor the diff erent parts of Place familiar objects in a container. Provide an children are eating every day. Use words like fruit, the day, such as center time, small group time or opportunity for the children to remove an object vegetable, protein and dairy. Ask the children to outdoor play, using correct vocabulary. CLL4.3d and tell you what it is called and how to use it, such describe the foods they are eating by using words as, “This is my ball. I bounce it and I play with it.” such as sweet, sour, salty, delicious or yucky. The Cooking Activity CLL4.3d children can also describe how the food looks. Provide a simple cooking activity such as making The meat is cut in slices, the pears are diced and “Dirt Cups.” Guide children in following the steps to the cheese is cut in chunks. CLL4.2d create their own treat: chocolate pudding, crumbled cookies and gummy worms. Have children then recap the steps of the recipe. CLL4.3d

TEACHER TIP TEACHER TIP TEACHER TIP Providing a variety of developmentally appropriate Remember to clarify improper use of words. If a Use baby talk only when needed to convey a informational books with photographs of real items child says a shell is “soft,” clarify by telling him/her message. Accompany it with the adult word. For encourages the children to learn new words for the word ”smooth.” Give various examples of example, “It is time for din-din. We will have the interesting things they see. both words. dinner now.” CLL5 domain CLL: communication, language and literacy Strand: EARLY READING

#61 Standard: CLL5 – The child will acquire meaning from a Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months variety of materials read to him/her.

12-24 months 24-36 months 36-48 months

CLL5.1a CLL5.2a CLL5.3a With prompting and support, Uses words to describe or Prior to reading, uses pictures makes sounds that relate to name pictures when reading. to predict story content. pictures in books. As two-year-olds begin to talk, reading A well-illustrated children’s book captures During their second year, children’s a book with a teacher is an ideal time to interest and maintains focus as a story is language expands as they are immersed practice words. The teacher can point read. With guidance, three-year-olds can in a speaking world. Teachers can sit and to pictures and ask simple questions to begin to determine what a story is about read to one-year-olds, pointing to pictures name or describe an object. by looking at the pictures in a book. and encouraging children to make sounds.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #61 CLL5 – The child will acquire meaning from a variety of materials read to him/her.

12-24 months 24-36 months 36-48 months

Little Blue Truck Point It Out Picture Walk Read Little Blue Truck by Alice Schertle. This While reading a book, encourage the children to Prior to reading a book, provide an opportunity book is full of fun sounds for the children to make, point to pictures and describe them or ask the for the children to look at the front cover of the including truck and animal noises. CLL5.1a children what is happening in the picture. CLL5.2a book and predict what they think it might be about. Browse through the pages of the book Choo Choo Storyboard allowing the children to describe what they think Select stories to read that have accompanying Using a felt board, tell a story such as “The is happening. CLL5.3a sounds. Read Freight Train by Donald Crews. Gingerbread Man.” Encourage the children to talk Encourage the children to make train sounds as about each item as they place it on the fl annel Read and Talk you read the story. This book also comes as a board to tell the story. CLL5.2a While reading a book to the children, pause and board book. Encourage the children to explore ask them to guess what will happen next. For the book independently after they are familiar Picture Books example, when reading “The Little Red Hen,” you with the story. CLL5.1a Read a book without any words such as The Red could ask, “What do you think the little red hen Book by Barbara Lehman. Sit with a few children will do next?” CLL5.3a Ten, Nine, Eight and talk about the story. Ask questions such Read Ten, Nine, Eight by Molly Bang. In this book, as, “What do you think the little boy is doing?” Pirate Feelings a young girl counts items in her room as she gets CLL5.2a While reading How I Became a Pirate by Melinda ready for bed. Encourage the children to help you Long to the class, pause and ask the children to count the items as you read such as 10 small toes, Stick Puppets look at the characters’ faces on each page and all soft and warm. CLL5.1a Read In the Small, Small Pond by Denise Fleming. identify the characters’ feelings. CLL5.3a Read the story again and provide several children with stick puppets to represent animals in the story. As you read, encourage the children to watch for their animals and hold up their puppets when the animals appear in the story. Have them say, “I have the tadpole.” CLL5.2a

TEACHER TIP Many favorite books are published in other languages. Include some of those books in your reading area, if possible. CLL5 domain CLL: communication, language and literacy Strand: EARLY READING

#62 Standard: CLL5 – The child will acquire meaning from a Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months variety of materials read to him/her.

12-24 months 24-36 months 36-48 months

CLL5.1b CLL5.2b CLL5.3b Shows preference for Shows preference for familiar With prompting and familiar stories. stories and can repeat phrases. support, retells a simple story using pictures. One-year-olds feel safe and confident when Two-year-olds will begin to be able to they are aware of and can predict routines. retell favorite stories that they have heard Retelling stories builds the skills This is true for books and stories, as well. many times. With guidance from a teacher of understanding story structure and Young children will choose to have teachers and props such as simple pictures, they can reading comprehension. With guidance, read familiar stories again and again. recount the main components of a story. a three-year-old can remember and retell what happens in the beginning, middle and end of a favorite story.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #62 CLL5 – The child will acquire meaning from a variety of materials read to him/her.

12-24 months 36-48 months

The Three Little Kittens Read It Again! Feed the Lady Encourage the children to help you retell a classic Children love repetition when it comes to reading Read “There Was an Old Lady Who Swallowed story with lots of repetitive phrases such as “The stories. Pay attention to the children’s favorites a Fly” to the children. Using a puppet and small Three Little Kittens.” Pause to give the children and read them again and again. “Old MacDonald fi gures of the animals mentioned in the story, time to respond. Had a Farm” is a classic that most one-year-olds encourage the children to retell the story. CLL5.3b Three little kittens, they lost their mittens love to hear over and over. Laminate pages as And they began to cry, needed. CLL5.1b Bear Retells His Story Oh mother dear, we sadly fear After reading Bear Has a Story to Tell by Philip C. That we have lost our mittens. Stead, provide the children with pictures of the What! Lost your mittens, you naughty kittens! animals from the story and encourage them to use Then you shall have no pie. 24-36 months the pictures to retell the story. CLL5.3b Mee-ow, mee-ow, mee-ow. Puppet Tales No, you shall have no pie. Provide animal puppets and encourage the The three little kittens, they found their mittens children to use them to retell a story such as And they began to cry, But Squirrel Couldn’t Little Owl’s Night by Divya Srinivasan. CLL5.3b Oh, mother dear, see here, see here, Read The Busy Little Squirrel by Nancy Tafuri. This We have found our mittens. book has repetitive phrases so the children can What! Found your mittens, you silly kittens! join in the reading. CLL5.2b Then you shall have some pie. Purr-r, purr-r, purr-r, oh, let us have some pie. Don’t Let the Pigeon The three little kittens put on their mittens Select one of the Pigeon books by Mo Willems And soon ate up the pie. CLL5.1b such as Don’t Let the Pigeon Drive the Bus. While reading, encourage the children to say familiar phrases. CLL5.2b Llama Llama Read a repetitive story such as Llama Llama Red TEACHER TIP Pajama by Anna Dewdney. Invite the children to Encourage family members to record a story and draw pictures of their favorite pages from the story. play it for their child to listen to. Encourage the Place the book at the art table so the children can family members to make comments for the child. refer to the pages as they draw. CLL5.2b “Remember when we went to Aunt Betty’s and saw the chickens?” CLL5 domain CLL: communication, language and literacy Strand: EARLY READING

#63 Standard: CLL5 – The child will acquire meaning from a Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months variety of materials read to him/her.

12-24 months 24-36 months 36-48 months

CLL5.1c CLL5.2c CLL5.3c With prompting and support, Answers simple questions Answers questions responds to simple questions about a story. about a story. about a story. Teachers can ask questions about books Group discussions become possible at this Teachers can ask simple questions about and stories in ways that prepare age. Three-year-olds can listen to a book, books and stories to one-year-olds. two-year-olds for later school experiences. then talk about simple aspects of the story With support, they can respond. This Back-and-forth questions and answers with the teacher and fellow classmates. encourages language development. during a story encourage language With practice, they might be able to identify development and engagement in the story. more specific details of the story.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #63 CLL5 – The child will acquire meaning from a variety of materials read to him/her.

12-24 months 24-36 months 36-48 months

What’s That? It’s Okay to Be Diﬀ erent Character Feelings Encourage the children to point to a specifi c Read It’s Okay to Be Diff erent by Todd Parr. While reading a book such as Judy Schachner’s object in a book when asked. Read Brown Bear, This book addresses all kinds of diff erences in Skippyjon Jones, pause to ask the children Brown Bear by Eric Carle to the children and children – from being adopted, with the illustration questions about how the characters may be ask them to point to specifi c objects as you name showing a kangaroo carrying a puppy in her pouch, feeling. Use questions such as, “Skippyjon’s ears them. CLL5.1c to the silly ways we like diff erent things such as, are droopy and his head is hanging down. How “I like to eat macaroni and cheese in the bathtub.” do you think he feels?” CLL5.3c Point It Out Ask the children questions about things they like Read a book about the senses such as Eyes, and dislike. CLL5.2c What Do You See? Nose, Fingers, and Toes: A First Book All About While reading Peter Brown’s The Curious Garden, You by Judy Hindley. Have the children point I’m Scared of Monsters pause to talk about the pictures. Encourage the to their noses, mouths, eyes and ears as you Read The Monster at the End of This Book by children to describe what they see in the pictures. read the story. Helping the children connect the Jon Stone. This suspenseful book gets the children CLL5.3c words in a story to real life is an important tool in laughing as each turn of the page brings them building early literacy. CLL5.1c closer and closer to the monster. It provides Where Is This? opportunities to ask the children questions about While reading Mirra Ginsburg’s The Chick and the The Mouse and the Strawberry scary feelings, as well as what they think might Duckling, provide an opportunity for the children Read The Little Mouse, the Red Ripe Strawberry, happen on the next page. CLL5.2c to examine the pictures and discuss the setting of and the Big Hungry Bear by Audrey Wood. Ask each page. CLL5.3c questions about the pictures on each page such How a Seed Grows as, “Who do you see in this picture?” or “What is Read How a Seed Grows by Helene J. Jordan. This the mouse doing in this picture?” These types book goes into great detail about how a little seed of questions encourage the children to look at grows into a plant or tree. Invite the children to the pictures to gain information about the story. ask questions about how plants grow. Show them CLL5.1c pictures of some of the stages in the life cycle of a plant and encourage them to say the word for each stage – seed, shoot, plant or fl ower bud. CLL5.2c Nursery Rhyme Questions Read or recite nursery rhymes with the children. Then ask simple questions about the rhymes such as, “Where did Jack and Jill go?” CLL5.2c CLL6 domain CLL: communication, language and literacy Strand: EARLY READING

#64 Standard: CLL6 – The child will develop early phonological Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months awareness (awareness of the units of sound).

12-24 months 24-36 months 36-48 months

CLL6.1a CLL6.2a CLL6.3a Listens to and participates Listens to and imitates sounds Listens and matches rhythm, in familiar nursery rhymes, in familiar nursery rhymes, volume and pitch of rhymes, songs and chants. songs and chants. songs and chants.

One-year-olds become very engaged in Opportunities to hear and figure out the Helping a three-year-old match rhythm, singing songs and saying fingerplays. sounds of language can happen in a variety volume and pitch builds the listening Clapping “Pat-a-Cake” while waiting for of ways. As two-year-olds acquire a better skills that are the foundation for developing lunch or saying “Itsy Bitsy Spider” during a command of the ability to communicate, phonological awareness. Teachers can diaper change allows young toddlers to they will mimic language patterns – tone, sing and chant rhymes, fingerplays and hear the rhythm and rhyme of words which pitch, cadence and words – they hear songs to develop this skill. begins to build the foundation necessary for in their environment. phonological awareness.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #64 CLL6 – The child will develop early phonological awareness (awareness of the units of sound).

12-24 months

Baby Bumblebee Five Little Monkeys Oonguy, Moonguy Sing “I’m Bringing Home My Baby Bumblebee” Provide felt board pieces to correspond to the Have the children repeat this chant after you: and encourage the children to sing along and song “Five Little Monkeys.” Encourage the children Oonguy (Oonguy), Moonguy (Moonguy) make the hand motions. Go through the song to take a monkey off the board with each verse, Chicka, Chicka Choonguy (Chicka, Chicka several times. CLL6.1a singing and acting it out. CLL6.2a Choonguy). Alligator, Alligator (Alligator, Alligator) One, Two, Buckle My Shoe Hungry Thing Alligator, Oonguy (Alligator, Oonguy) O-o-over Chant “One, Two, Buckle My Shoe” with the Read The Hungry Thing by Jan Slepian. Create a (roll your hands over and over as you say this children using simple motions to go along with “hungry thing” by drawing it on posterboard and part and have the children repeat). the rhyme. CLL6.1a cutting a space for the mouth. You may want to The children will love this nonsense chant. add some textured fabric for fur. Show the children Repeat using diff erent voices such as a monster food items and talk about how the Hungry Thing voice, robot voice, whisper voice or silent voice. might ask for them such as, “If he wants cookies, Encourage them to suggest other voices. CLL6.3a he’ll ask for wookies or tookies.” Encourage the children to feed the items to the puppet. CLL6.2a Have You Ever Been Fishing? Sing this fun song “Have You Ever Been Fishing” 24-36 months with the children and make it silly when you get to the hootchy kootchy dance. Have you ever been fi shing Five Little Speckled Frogs On a bright and sunny day? Sing “Five Little Speckled Frogs” with the children: 36-48 months (Pretend to cast fi shing rod.) Five little speckled frogs (Hold fi ve fi ngers on When all the little fi shies top of your arm.) Swimmin’ up and down the bay? Sitting on a speckled log (Swim with hands.) Eating the most delicious bugs. Yum! Yum! What’s My Line? With your hands in your pockets, One jumped into the pool (“Jump” one fi nger Read a book that has predictable rhyming words And your pockets in your pants off your arm.) at the ends of the lines. Pause occasionally and (Put hands in pockets.) Where it was nice and cool encourage the children to fi ll in the blanks. Dr. And all the little fi shies do the Now there are four green speckled frogs Seuss books such as There’s a Wocket in my Hootchy Kootchy dance! (Hold up four fi ngers.) Pocket and Green Eggs and Ham work well for (Wiggle hips and do a little dance.) Continue verses. CLL6.2a this activity. CLL6.3a CLL6.3a CLL6 domain CLL: communication, language and literacy Strand: EARLY READING

#65 Standard: CLL6 – The child will develop early phonological Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months awareness (awareness of the units of sound).

12-24 months 24-36 months 36-48 months

CLL6.1b CLL6.2b CLL6.3b Participates in rhyming Experiments with Identifies and produces activities. rhyming words. rhyming words with adult guidance. One-year-olds love to hear and As two-year-olds become more play with language. They can participate confident in their ability to communicate, Three-year-olds enjoy group activities and in simple rhyming activities, which helps their joy in using language increases. Word transitions – the rituals of school life. These build the foundation necessary for play with “words” that are nonsensical are often facilitated by songs and chants. phonological awareness. is a good way to experiment with language They are opportunities to reinforce routines and build the rhyming component of and to strengthen phonological awareness. phonological awareness.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #65 CLL6 – The child will develop early phonological awareness (awareness of the units of sound).

12-24 months 24-36 months 36-48 months

Rhyme Time Down by the Bay Erase a Rhyme Read the rhyming book Sheep in a Jeep by Nancy Sing a silly rhyming song such as “Down by the On a dry erase board draw a picture such as Shaw. Encourage the children to rhyme with you Bay” to encourage the children to rhyme and sing grass, sky, tree, fl ower and sun. Do this before the as you read. CLL6.1b with you. CLL6.2b children arrive so they don’t have to wait while you draw. Say a word such as “tower” and have Pretend You’re a Cat Name Game a child erase the drawing that rhymes. Erase what Read Pretend You’re a Cat by Jean Marzollo. This Play “The Name Game” using a diff erent child’s rhymes with bee (tree), what rhymes with fun book off ers great opportunities to pause as you name for each verse. For example: (sun) and so on. Continue until the entire picture read to allow time for the children to guess the Michael Michael Bo-Bichael, is erased. Invite the children to draw, if they are rhyme. The children also love this book because Banana-fanna-fo-Fichael, interested. CLL6.3b they can act out all the motions of the diff erent Fee, Fi, Fo-Fichael, MICHAEL. CLL6.2b animals. CLL6.1b Rhyming Memory My Hands Are for Clapping Use purchased or handmade picture cards turned Willaby, Wallaby, Woo Recite this chant and encourage children to copy upside down for this rhyming game. The children Sing “Willaby, Wallaby, Woo” with the children. you and do the motions. can play in small groups with their peers or with Pause before saying a child’s name to give the My hands are for clapping, an adult, depending on their level. The children other children a chance to guess. My arms can hug tight. take turns turning over two cards. Have them say Willaby, wallaby, woo. My ﬁ ngers can snap or turn out the light. the words aloud, then help them determine if the An elephant sat on you. My legs are for jumping, words rhyme. This gives the children a chance to Willaby, wallaby, wara My eyes help me see. say rhyming words in a fun way. CLL6.3b An elephant sat on… (Sarah). This is my body and I love all of me. CLL6.2b Continue using each child’s name. CLL6.1b Dinner Time Jump, Jim Joe The children will enjoy pretend play in the kitchen Teach the children this fun game to practice with this rhyming activity. Put pictures on plastic rhyming as well as large motor skills. Face one plates, then have the children use spatulas or child and hold hands. Sing the song together, chopsticks to transfer rhyming pictures to the matching your motions to the words of the song: correct plates. CLL6.3b Jump, jump, jump, Jim Joe. Shake your head, nod your head, tap your toe. Around and around and around you go TEACHER TIP (Hold hands and go around in a circle.) “Willaby, Wallaby, Woo” is a great song to Then you clap your hands transition children from one activity to another. And you jump, Jim Joe. CLL6.2b CLL6 domain CLL: communication, language and literacy Strand: EARLY READING

#66 Standard: CLL6 – The child will develop early phonological Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months awareness (awareness of the units of sound).

12-24 months 24-36 months 36-48 months

NO NO CLL6.3d INDICATOR INDICATOR Segments sentences into individual words with adult guidance.

Three-year-olds are beginning to understand that spoken sentences are made up of different words. They need to understand this before they learn that these words can be broken down into syllables and sounds. Writing sentences and cutting them up into separate words is a concrete visual for children to understand this very important step in phonological awareness.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #66 CLL6 – The child will develop early phonological awareness (awareness of the units of sound).

36-48 months

How Many Words? Provide the children with a simple sentence of three to four words written on a sentence strip. Encourage the children to segment the sentence by cutting the words apart. When they are done, help them identify the number of words in the sentence by counting the word cards. CLL6.3d Hot Potato Words Say the words to a simple song such as “Twinkle, Twinkle, Little Star.” Give the children a prop to pass, such as a potato or a star, to go along with the song. Have the children sit in a circle on the rug and pass the prop with each word that is said. Twinkle (Pass), twinkle (Pass), little (Pass) star (Pass). Continue around the circle until the song is completed. CLL6.3d Words Are Parts Have the children sit on the rug in a circle. Read a sentence from a familiar book. Read it again and when the fi rst word is read, have the fi rst child jump. Go around the circle and have each child jump when a word is read. If you have a big book, point to each word as the children watch and jump. CLL6.3d CLL6 domain CLL: communication, language and literacy Strand: EARLY READING

#67 Standard: CLL6 – The child will develop early phonological Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months awareness (awareness of the units of sound).

12-24 months 24-36 months 36-48 months

NO NO CLL6.3e INDICATOR INDICATOR Segments words into syllables with adult guidance.

Three-year-olds begin to hear syllables in words with teacher support. Teachers can introduce this concept in a fun way by playing word games and singing songs that stress individual syllables. Starting with the child’s name is always a meaningful way to introduce this concept.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #67 CLL1 – The child will listen to conversations and demonstrate comprehension.

36-48 months

Line Time Higgledy Piggledy Bumblebee Using four pieces of construction paper, number Recite the chant using the children’s names and each paper one through four. Tape them to the fl oor clap out each of the syllables. near the door to the room. Have the children line Higgledy Piggledy Bumblebee, up according to the number of syllables in their won’t you say your name for me? names. As you call each child forward, have him/ Respond with, for example: her listen carefully to the number of syllables in his/ Ju-dy. Let’s count it, one-two. her name and stand on the corresponding paper. Let’s clap it, Ju-dy. As the other children come forward, have them Let’s snap it, Ju-dy. form lines behind the fi rst child. CLL6.3e Let’s stomp it, Ju-dy. CLL6.3e Syllable Beats Using picture cards of common items, have the children clap or stomp the syllables with you. For TEACHER TIP example, “mon-key” gets two claps. CLL6.3e Remember, phonological awareness is all about what children hear. If a child is struggling to determine the number of syllables in a word, say the word out loud with the child and clap along.

TEACHER TIP Place four pieces of paper in the center of the rug. Say the name of an object in the classroom. Ask the children to go fi nd the object and place it on the piece of paper where it belongs according to the number of syllables in its name. For example, if a child brings a ball, it will be placed on the paper labeled one. If a child brings a seashell, it will be placed on paper number two. CLL7 domain CLL: communication, language and literacy Strand: EARLY READING

#68 Standard: CLL7 – The child will demonstrate increasing Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months knowledge of the alphabet.

12-24 months 24-36 months 36-48 months

NO CLL7.2a CLL7.3a INDICATOR Recognizes that the letters With prompting and support, of the alphabet are a special can identify some alphabet category of visual graphics that letter names. can be individually named. Playing and being read to in a print-rich A print-rich environment helps young children environment provides three-year-olds make the connection that objects or ideas opportunity to learn individual letters. can be represented by symbols and letters. They will become interested in letters and By consistently reading books, signs and any decoding meaning as they see teachers other words in the immediate environment, read books and other words in the teachers can help young children understand immediate environment. that letters are read to communicate meaning.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #68 CLL7 – The child will demonstrate increasing knowledge of the alphabet.

24-36 months

ABC This Is Letter A Cross the River Write the child’s name slowly on his/her artwork or Point out letters in your classroom environment – In a designated area, place multiple copies of paper. Say each letter as you write it and ask the labels on shelves, food containers in dramatic several letters on the fl oor. Call out a letter and child if he/she can name the letters. CLL7.2a play, magazines in the collage box – and sing this encourage the children to cross the river by rhyme to the tune of “The Farmer in the Dell”: stepping only on the letter that you named. These Hi, My Name Is… This is letter A. are their stepping stones. CLL7.3a Write each child’s name on a piece of paper and This is letter A. place around the classroom. Have all the children Hi, ho, the derry-o Alphabet Soup fi nd their names. Have pictures next to their This is letter A. Fill a large plastic container with water. To make names until they begin to recognize their names If the child is ready, change the words to: it more engaging, add blue liquid watercolor. without the picture support. CLL7.2a Can you fi nd letter A? Add lots of magnetic letters and several large Can you fi nd letter A? plastic ladles. Call out a letter and encourage Notice This Letter the children to fi nd the letter. To add diffi culty, Before reading a book, show the children the title Hi, ho, the derry-o Can you fi nd letter A? ask the children to identify letters as they scoop and point out the fi rst letter. Relate it to children’s them from the water. For the children who are names that have the same fi rst letter. For example, Encourage the child to point to the letter you named. CLL7.2a just starting to work on letters, you can talk about if you are reading Brown Bear, Brown Bear say, them as you pretend to eat. Say, “This J is so “The title of this book starts with the letter B. yummy!” Talk about the letters and relate the That is the same as Brenda. It starts with B too.” letters to a name or something the children are CLL7.2a familiar with such as, “I found an M. That is the Name Cheers letter for McDonalds.” CLL7.3a Clap and say the letters in each child’s name. 36-48 months Make pom-poms to shake by rolling sections of newspaper tightly in a tube, wrapping tape around one end and cutting the other end into strips. Letter Clips Have one child stand in the center. Say each letter Print two copies of each child’s name in large in his/her name as the other children clap. The letters on card stock. Cut apart the letters on the child in the center may clap or shake pom-poms. fi rst card and glue them to clothespins. Have the TEACHER TIP B – (clap, clap...clap, clap) child match the letters on the clothespins with the Learning letters is very individualized. Always teach O – (clap, clap...clap, clap) letters on the second card, then clip the letters to letters in context; never isolate teaching to just one B – (clap, clap...clap, clap) the card to spell out his/her name. CLL7.3a letter a week. Start by using the child’s name YAY BOB! CLL7.2a because that is what is most important to the child. CLL8 domain CLL: communication, language and literacy Strand: EARLY READING

#69 Standard: CLL8 – The child will demonstrate awareness of Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months print concepts.

12-24 months 24-36 months 36-48 months

CLL8.1a CLL8.2a CLL8.3a Asks to have books read Recognizes and self-selects Shares self-selected familiar to him/her. familiar books to mimic books and engages in pretend independent reading. reading with others. One-year-olds show increasing interest in books and being read to. Teachers can Two-year-olds who have been read Three-year-olds will choose favorite support this interest by being readily to and who play in a print-rich environment books and “read” them to each other. available for reading and asking children will choose favorite books and “read” They may point to pictures and text as they if they would like to hear a book. them without a teacher’s presence. read. They will tell parts of the story, Imitating book behaviors – sitting, holding using the pictures as cues. and page-turning – is part of the process of learning to read.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #69 CLL8 – The child will demonstrate awareness of print concepts.

12-24 months 24-36 months 36-48 months

Bring It to Me Book Buddies DEAR Time Place books throughout the room for the children Have the children select a book from a basket or Provide an opportunity each day for the children to access. When a child selects a book, encourage shelf and sit independently or with a friend and to Drop Everything And Read. Encourage them to him/her to bring the book to you, and read the read. CLL8.2a choose a book or two from the classroom library, book together. CLL8.1a then fi nd a partner and a comfortable place Books and Babies anywhere in the classroom to read their books. Read, Please Encourage the children to get a book and a baby CLL8.3a When a child fi nds a book, ask the child if he/ doll so they can read to the baby. CLL8.2a she would like you to read the book to him/her. Reader’s Chair Hold the child in your lap. If possible, hold the Rest and Read Encourage the children to read books to their child in your lap, so you can look at the book Encourage the children to lie on their cots before peers by designating a chair in the room as the together. Have the child help you turn the pages. rest time and “read” a book. This creates good Reader’s Chair. During center time, the children Encourage the child to look at the pictures. Ask, habits as well as give the children some wind- may choose to gather there and take turns “Do you see the doggy?” Don’t worry if the child down time before naptime. CLL8.2a reading familiar books to one another. The child wants to skip ahead. Learning that he/she can see in the Reader’s Chair reads and the other children more by turning the pages is an important book listen. CLL8.3a handling skill. CLL8.1a Felt Board Stories Old MacDonald Had A Farm Many authors, such as Jan Brett, have printable Again, Please cutouts on their websites. After reading a story Young children LOVE repetition and hearing such as The Mitten to the class, encourage the the same books over and over. It is important to children to retell the story using felt board pieces. continue to read those same books. This creates Place the fl annel board and related pieces in the familiarity and a love for reading. CLL8.1a reading center. Encourage the children to use this to retell the story. CLL8.3a

TEACHER TIP Even books that are placed out of reach of little fi ngers should be in a routine location so the children can point to them and ask for help to access them. CLL8 domain CLL: communication, language and literacy Strand: EARLY READING

#70 Standard: CLL8 – The child will demonstrate awareness of Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months print concepts.

12-24 months 24-36 months 36-48 months

CLL8.1b CLL8.2b CLL8.3b Touches or identifies With prompting and Discriminates words from pictures when prompted. support, discriminates words pictures independently. from pictures. The shared experience between teacher Three-year-olds that have been read to and child of reading a book is an Two-year-olds make meaning from all often will know that teachers read words. opportunity for many different learning symbols in the environment. By this age, When looking at a book, young children will experiences. In addition to fostering they can begin to understand the imitate behaviors such as pointing at words emotional bonds, teachers can introduce significance of print versus pictures. while “reading” and can distinguish countless words while reading. Given between pictures and print. ample opportunities to practice, one-year- olds will begin to identify pictures in books after a prompt from a teacher.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #70 CLL8 – The child will demonstrate awareness of print concepts.

12-24 months 36-48 months

Construction Zone Word or Picture? Picture Pointing The book Construction Zone by Tana Hoban Give the children a big book with large pictures Give the children a big book with large pictures contains full-color photographs of machines and simple words such as A Monster Sandwich by and simple words such as Jump, Frog, Jump! by found at a construction site. Encourage the Joy Cowley. Give the children a fun pointer, such Robert Kalan. Encourage the children to use a children to put on hard hats and to point out and as a spatula, to point to the text as you read, pointer for the repetitive text, “Jump, Frog, Jump!” talk about the various things they see. CLL8.1b “Put some lettuce on it.” CLL8.2b CLL8.3b Polar Bear, Polar Bear Tall, Tall Grass Book Making Ask the children questions when reading Polar Read In the Tall, Tall Grass by Denise Fleming. Encourage the children to cut out favorite Bear, Polar Bear, What Do You Hear? by Eric The simple text allows the children to point to pictures from magazines and glue them on paper. Carle. Ask the children to point to and identify the the words on the page and discriminate text from Ask the children to identify their pictures and write diff erent animals and colors in the book. CLL8.1b pictures. CLL8.2b those words on their papers. Bind the papers together to form a book. While reading the book, Big Animal Book Read and Match engage the children in conversation about what a Read a large board book with simple pictures Encourage the children to focus on the pictures in word is and what a picture is. CLL8.3b such as My Big Animal Book by Roger Priddy. books by providing fl annel board pieces or picture Encourage the children to point to the pictures cards for familiar stories and placing them in the Name Match and label them. CLL8.1b book area. For example, after reading The Big Red Make a matching game with the children’s pictures Barn by Margaret Wise Brown, print out pictures and names. Print each child’s name on a card of some of the animals in the story – the horse, and paste his/her picture on another card. Have the pig, the sheep and the goose. As children the children match their pictures to their names 24-36 months look at the book, they can match the pictures to written as text. CLL8.3b those they see in the story. CLL8.2b

Go, Dog, Go Reading books such as Go, Dog, Go by P.D. Eastman again and again gives the children the confi dence to read. The young children will begin to look and point at the simple text as they say TEACHER TIP the words, “Go, Dog, Go,” or “Hello, Goodbye.” If you are unable to print out pictures for the Read CLL8.2b and Match activity, use some of the plastic animals from your block or math/manipulatives center. CLL8 domain CLL: communication, language and literacy Strand: EARLY READING

#71 Standard: CLL8 – The child will demonstrate awareness of Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months print concepts.

12-24 months 24-36 months 36-48 months

CLL8.1c CLL8.2c CLL8.3c With assistance, holds book Holds book with two hands Independently holds a book upright and helps turn pages and turns the pages. right side up and turns pages one at a time. from right to left. Two-year-olds are becoming more Correctly handling a book takes practice. independent in handling books. They hold Three-year-olds are quite confident in their Beginning in the first years of life, observing books and turn pages easily. Books with handling of books. They can hold books how teachers hold and handle books, then small, thick pages support the upright and turn pages independently. having the opportunity to handle books development of this skill. themselves allows one-year-olds to figure out how to “read” print materials.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #71 CLL8 – The child will demonstrate awareness of print concepts.

12-24 months 36-48 months

Right-Side Up What’s Wrong? Upside Down Reading Encourage the children to hold books right-side As you begin to read a book such as Dear Zoo: At the beginning of story time, talk with the children up and to turn the pages one at a time. Describe a Lift-the-Flap Book by Rod Campbell, hold the about holding a book right-side up. Begin by holding the parts of the book as well. CLL8.1c book upside down. Say, “Something is wrong the book upside down and acting surprised that here. Can you help me fi x it?” Wait for the children the pictures don’t look right or that you can’t read My Turn to tell or show you how to turn the book right- the words properly. CLL8.3c Have the children take turns holding a book and side up. Or hold the book with the back facing turning the pages one at a time. CLL8.1c forwards. When the children correct you, say, Page Turner “That’s right. You hold a book this way.” CLL8.2c Choose a child to be the page turner during story I Need Help time. As you read, encourage the child to turn the Sit with the child in your lap and read a board Turn the Page pages for you. CLL8.3c book. After you read a page, ask the child to help As you are reading and reach the end of a page, you turn the page. CLL8.1c sing to the tune of “Mary Had a Little Lamb”: Gossie the Gosling Now it’s time to turn the page, Read Gossie by Olivier Dunrea about a duckling Turn the page, turn the page. that loves to wear red boots all the time, until one Now it’s time to turn the page day she can’t fi nd them. Encourage the children to 24-36 months So we can read some more. turn the pages in the book so they can can help Ask one child to be the helper and turn the page. Gossie fi nd her beloved boots. Have the children CLL8.2c draw a picture of something they love to wear every day. Create a class book for them to read. Books in a Basket Don’t Turn the Page! CLL8.3c Encourage the children to enjoy reading outdoors. Read Don’t Turn the Page! by Rachelle Burk. Place board books in a small laundry basket to Talk about turning pages to see the rest of the take to the playground. Add a small blanket or story. Pass out books and encourage the children beach towel. Good choices might be Peek-a Who? to turn the pages and show each other “what by Nina Laden; Barnyard Dance by Sandra Boynton happens next.” CLL8.2c or Gossie by Olivier Dunrea. CLL8.2c Open the Barn Door Read Open the Barn Door by Christopher Santoro, a board book with sturdy fl aps. Encourage the BRIGHT IDEA TEACHER TIP child to turn the pages and lift the fl aps. The If the children have diffi culty turning pages, add MODEL, MODEL. MODEL! Every time you read, hidden pictures keep it interesting. CLL8.2c stick-on index tabs. point to the words and track with a pointer. CLL8 domain CLL: communication, language and literacy Strand: EARLY READING

#72 Standard: CLL8 – The child will demonstrate awareness of Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months print concepts.

12-24 months 24-36 months 36-48 months

CLL8.1d CLL8.2d CLL8.3d With adult guidance, With adult guidance, recognizes Recognizes environmental print. recognizes some familiar logos some environmental print. A print-rich environment gives three-year- in the environment. The first letters that two-year-olds are olds the opportunity to recognize letters and text everywhere. Class books, menus and One-year-olds are able to recognize images interested in are the letters to their own name. Teachers should guide this interest labels in the home languages of children long before they can decode print. Pictures, and children’s names all help children build colors and context are clues that they use to in letters by pointing out letters in the environment. connections. “My name is Christine. figure out how to communicate their wants It starts with the letter C and so does and needs. An environment rich with all Chick-fil-A® and Carter.” types of images and print gives them ample opportunity to practice “reading.”

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #72 CLL8 – The child will demonstrate awareness of print concepts.

12-24 months 24-36 months

Picture Blocks Magniﬁ er Fun Stop and Go Use contact paper to secure logos to blocks. As Have the children use a magnifying glass to look Create two signs, one for STOP (red octagon the children build, point out and talk about the for print they can read in magazines. CLL8.2d with the word STOP in white letters) and one for various logos and the stores or businesses they GO (green circle with GO in white letters). As the represent. Engage the children in conversation. Environmental Print Puzzles children are walking to the playground or other Ask, “What do you buy at Chick-fi l-A®?” or “Tell me Create puzzles by cutting up snack and cereal boxes. location in the school, hold up each sign as a about a time you went to Target®.” CLL8.1d Store in gallon-sized plastic bags. You might also ask signal to stop or go. Be playful and silly. CLL8.2d the family for their child’s favorite food box. CLL8.2d Cereal Book Ask the family to bring in the front of the child’s Logo Bingo favorite cereal box. Bind the box fronts in a book Create Bingo cards using environmental print. Cut to share with the children. CLL8.1d out nine diff erent logos and place them in baseball 36-48 months card sleeve pages. The children can either match Where I Eat the logo if you hold up its picture or recognize the Collect environmental print from restaurants the logo if you call out its name. CLL8.2d children love such as McDonald’s, Wendy’s, Papa Logo Book John’s and Red Lobster. Place each logo on a EXIT Means Out Encourage families to cut out and send in logos of page, bind the pages and encourage the children Go on a trip around the school or center and look diff erent stores, restaurants and foods. Provide an to read the book. CLL8.1d for EXIT signs. Have the children call out or point opportunity for the children to paste these onto when they see one. Sing this song to the tune of card stock before binding them. Create a “We Can Cleanup Time “Mary Had a Little Lamb”: Read” class book. CLL8.3d Read Cleanup Time by Elizabeth Verdick. Talk Exit means a safe way out, safe way out, about how we know where to put our toys when safe way out. Exit means a safe way out. I Spy Classroom Labels we are done. Encourage the children to look at I can read the EXIT. CLL8.2d Use pictures from school supply catalogs as the pictures and labels on shelves or bins to know classroom labels and center signs. Encourage the where to place toys during cleanup time. CLL8.1d children to walk around the room and read the labels. CLL8.3d TEACHER TIP Rebus Recipe Environmental print isn’t just business logos. It’s Using pictures, create simple recipes such as BRIGHT IDEA any print a child sees. Make sure your classroom “Ants on a Log” which consists of celery, cream For the children who are easily overwhelmed, give has a lot of meaningful environmental print. Label cheese and raisins. Encourage the children to a verbal prompt. For example, say, “Jaden, please toy containers. Place a restroom sign outside create their own snack by following the recipe put the cars in this bin.” your bathroom. Put children’s names on cubbies. pictures. CLL8.3d CLL8 domain CLL: communication, language and literacy Strand: EARLY READING

#73 Standard: CLL8 – The child will demonstrate awareness of Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months print concepts.

12-24 months 24-36 months 36-48 months

NO NO CLL8.3e INDICATOR INDICATOR With adult guidance, points to the title of familiar books or stories and where to begin reading a story.

Three-year-olds will begin to exhibit book-handling skills, as long as they have been read to consistently. Teachers can reinforce certain skills by exaggerating reading behaviors and highlighting parts of the book such as the title, the author and parts (beginning, end) of the book.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #73 CLL8 – The child will demonstrate awareness of print concepts.

36-48 months

The Title of the Book Book Pointer The Title of the Book Teach the children the song “Hi-Ho, Library-O” While reading a book, be silly with the children. Teach the children the song “Hi-Ho, Library-O” from Dr. Jean to the tune of “The Farmer in the Point to diff erent places on the page and ask the from Dr. Jean to the tune of “The Farmer in the Dell”: children, “Is this where we begin reading?” They Dell”: The author writes the book. should reply “No!” until you point to the fi rst line The author writes the book. The author writes the book. of the text. CLL8.3e The author writes the book. Hi-ho, library-o, Hi-ho, library-o, The author writes the book. The author writes the book. The author picks the title… The author picks the title… The title of the book The title of the book Tells what it’s about… TEACHER TIP Tells what it’s about… The illustrator draws the pictures… Use a pointer or wand during story time to track The illustrator draws the pictures… The publisher makes the book… print while you are reading. The publisher makes the book… The copyright tells the date The copyright tells the date If you want to know a book’s age… If you want to know a book’s age… The table of contents The table of contents Tells you what’s inside Tells you what’s inside Look at the table of contents Look at the table of contents To help you decide To help you decide The parts of a book… CLL8.3e The parts of a book… CLL8.3e Create a Book Create a Book Encourage the children to make individual Encourage the children to make individual books. In the writing area, provide paper folded books. In the writing area, provide paper folded in half and stapled. Use tape to cover the staples. in half and stapled. Use tape to cover the staples. The fi rst page should be the title page. After The fi rst page should be the title page. After the children draw pictures throughout the book, the children draw pictures throughout the book, be sure to ask them to write their names as the be sure to ask them to write their names as the authors and illustrators. CLL8.3e authors and illustrators. CLL8.3e CLL9 domain CLL: communication, language and literacy Strand: EARLY WRITING

#74 Standard: CLL9 – The child will use writing for a variety Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months of purposes.

12-24 months 24-36 months 36-48 months

CLL9.1a CLL9.2a CLL9.3a Makes random marks Makes more controlled Creates letter-like symbols. and scribbles. scribbling. May use invented spelling to label drawings. One-year-olds will begin to display a range Two-year-olds have begun to experiment of emergent writing behaviors. At first the with crayons, paint and markers as Three-year-olds are actively engaged in marks on the page will be quite random, they learn about writing. Random marks learning that symbols and pictures represent resembling dots, squiggles or lines. begin to look like shapes that will later real things and letters are symbols that Eventually, these random marks begin to be become letters and numbers. For young can be used to represent words, thoughts more refined, controlled and purposeful. At emergent writers, drawing is writing. and ideas. Some preschoolers will begin to this age, they are not ready to form letters. They are beginning to show that make letter-like shapes and symbols, and they understand that putting things on are able to tell you what it “says.” paper is a way of communicating.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #74 CLL9 – The child will use writing for a variety of purposes.

12-24 months 24-36 months

Color More Dramatic Play Writing Journal Writing Cover a table with butcher paper. Provide the Place paper and writing instruments in the Give each child a journal from the dollar store. children with crayons or markers and encourage dramatic play area and encourage the children Keep the journals in a basket and set aside time them to scribble on the paper. Describe the to use them. They can “write” down a restaurant each day to encourage the children to write and marks the children made. Use diff erent sizes and order or make a shopping list. CLL9.2a draw in their journals. Provide the children with a textures of paper. CLL9.1a prompt for the day to help them get started such Rainbow Writing as drawing a circle on the page. Encourage the Cover a tray with three or four wide lines of paint children to do anything they like with the circle. using diff erent colors. Give the children Q-tips® to One child may put stickers on it, another might draw and scribble on the tray. As they make lines draw a face inside the circle and another might try TEACHER TIP and squiggles, the paint is removed and the color to write the word circle. Anything goes! CLL9.3a As you provide writing and drawing activities for of the tray shows through. CLL9.2a the children, be sure to sit with them and write or Write Your Name Sand Trays Some children may be ready to start writing draw yourself. Talk about what you are doing: Cover a shallow tray or rimmed cookie sheet with “I’m making lots of blue lines. I think they look like letters. Write the child’s name using a highlighter sand or coarse cornmeal. Show the children how and encourage the child to write on top of rain.” Your enthusiasm and interest will spark the to use their fi ngers to make marks in the sand and children’s interest as well. the highlighter. Sit with the child when he/she how to smooth it over when done. CLL9.2a practices this so you can talk about directionality. Start at the top and draw a line down to the bottom to make an “l.” Encourage eff ort, not accuracy. This should be fun for the children. CLL9.3a Painting with Water Give the children small containers of water and 36-48 months paint brushes. Encourage them to “paint” on paper or on the sidewalk. CLL9.1a Stick with It Sign Your Work Take the children outside. Give them small sticks After a child creates a painting or other piece and encourage them to write in the sand or dirt. of work in the art center, encourage the child to CLL9.1a write his/her name on it, just like all artists do. You may want to encourage the child to “sign” his/her name at the bottom right corner. CLL9.3a CLL9 domain CLL: communication, language and literacy Strand: EARLY WRITING

#75 Standard: CLL9 – The child will use writing for a variety Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months of purposes.

12-24 months 24-36 months 36-48 months

CLL9.1b CLL9.2b CLL9.3b Uses simple tools Experiments with a Uses writing tools with to mark on paper. variety of writing tools, adult guidance. materials and surfaces. One-year-olds are able to grasp a simple Three-year-olds have begun to experiment tool such as a fat marker or crayon to make Two-year-olds are ready to experiment with with crayons, paint, markers and other marks on paper. They observe adults or a wider variety of simple tools. In addition materials as they learn about writing. They other children in the environment using to crayons and markers, they can use paint, are also learning how various tools can be writing tools and want to try, too. With shaving cream and chalk to explore writing. used differently and serve different purposes. guidance they can use simple writing tools.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #75 CLL9 – The child will use writing for a variety of purposes.

12-24 months 24-36 months 36-48 months

Making Marks Name Dough Take Writing Outside Assist the children in grasping and holding a Print the children’s names on pieces of paper Provide sidewalk chalk and encourage the children writing tool, such as a marker, while making marks and laminate them. Give the children play dough. to draw and write on the sidewalk. Provide the on paper. CLL9.1b Encourage them to roll the dough to form the children with dowel rods or sticks and encourage letters of their names. CLL9.2b them to draw and write in the dirt or sand. CLL9.3b Gel Writing Fill a plastic bag with child-safe dish detergent Rainbow Tray Say It, Build It, Write It or hair gel; add glitter if you want. Seal the bag You will need fi ve things to create a rainbow tray: You will need a cookie sheet, magnetic letters and securely with tape. Give the children small craft a cookie sheet or tray, paintbrush, cooking salt or a dry erase marker. Laminate a large piece of paper sticks to use for drawing. CLL9.1b sand, sticky tape and red, orange, yellow, green, blue with three boxes. The fi rst says, “Say it.” The second and purple paper if you want to make the complete says, “Build it.” And the third says, “Write it.” Write Crayons, Crayons and More Crayons rainbow. Cut the paper into strips to fi t and cover the a word in the fi rst box, such as “cat,” using picture Get a variety of crayons to pique the children’s base of the tray in the order listed above. Seal with cues as needed. The child reads the word in the interest in writing: triangular grip crayons, glitter sticky tape or contact paper where the strips overlap fi rst box, builds the word with magnetic letters in crayons, fat crayons or small pieces of crayon. to prevent salt or sand from getting underneath the the second box, then writes it with a dry erase Each type might be appealing to a diff erent child. paper. Give each child a paintbrush to draw or write marker in the last box. CLL9.3b Make comments on the marks the children make with and the rainbow appears! CLL9.2b such as, “You made a fat blue line. And look, I see Q-tip® Painting some red dots next to the line.” CLL9.1b Texture Drawing Provide non-traditional tools for the children to use Provide the children with writing tools such as chalk while at the art center. Instead of paintbrushes, or crayons. Give them paper on clipboards with encourage the children to use Q-tips, their fi ngers, texture under the paper such as sandpaper or stamps, pieces of sponge or other materials as feathers. As the children scribble, comment on they work. CLL9.3b how it looks: “Your drawing is bumpy.” CLL9.2b TEACHER TIP Provide a wide variety of materials to encourage writing. Ask families to recycle greeting cards or invitations. Contact a stationery store for donations of cards or envelopes. A copy store may be able to provide you with paper or items that were rejected due to misprints. Collect outdated appointment books and calendars. CLL9 domain CLL: communication, language and literacy Strand: EARLY WRITING

#76 Standard: CLL9 – The child will use writing for a variety Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months of purposes.

12-24 months 24-36 months 36-48 months

NO CLL9.2c CLL9.3c INDICATOR Occasionally, draws and Shows emerging awareness scribbles with a purpose. that writing can be used for a variety of purposes. The marks two-year-olds put on a page are an indication of the beginning connections Three-year-olds are beginning to understand that are forming between oral language and that writing can communicate different things. print. While drawings may range from very A print-rich classroom, in addition to teachers simple to more complex, children at this that model writing for a purpose, shows them age often use one-word “labels” to describe many different ways text is used. what their drawing says or means.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #76 CLL9 – The child will use writing for a variety of purposes.

24-36 months 36-48 months

What’s Your Number? TEACHER TIP Questionnaire Writing Give the children pretend phones and paper and Building fi ne motor control of the hands and Have the children dictate answers to a encourage them to write down phone numbers. fi ngers is necessary before children are ready to questionnaire, such as a special book made for CLL9.2c write. They should spend time each day building Mother’s Day. Model as you write what the child those muscles – squeezing and shaping play says. Statements might include, “My mom is ___ Cards and Letters years old,” “My mom is funny when she says ___,” Provide the children with recycled greeting cards dough, stringing beads, using tongs and cutting with scissors to develop strength and control. or “My mom is prettiest when ___.” Afterwards, and envelopes. Use just the fronts of the cards the children can draw pictures to accompany if desired. Encourage the children write cards each sentence. CLL9.3c to family members or friends. Model how to put the cards in the envelopes and how to address Note Writers the envelopes. Create a class mailbox where the Waiting List Provide notepaper and envelopes in the writing children can place the cards for delivery. Make Take a small whiteboard and a dry erase marker center. Encourage the children to write notes that sure families or caregivers receive the cards at outside. Create a waiting list for playground items can be folded and placed in the envelopes. They the end of the day. CLL9.2c that the children take turns using such as swings. may deliver these notes to classroom friends or Invite children to sign their names on the waiting take them home to their families. CLL9.3c Grocery List list, or they can ask you to do it for them. CLL9.2c Put small notepads in the writing area. Talk to Order, Please the children about stopping on the way home to Watercolor Art Give the children order pads in the dramatic play pick up some groceries. Tell the children that you Watercolor brushes are smaller and take more area. Have the children sit at the table and order forget what you need to buy. Ask the children to fi ne motor control than regular-size paintbrushes food. Encourage the children to write down the write a grocery list or to help you write what you used at the easel. Give the children white copy orders. CLL9.3c need to buy. CLL9.2c paper to paint on. It has a slicker surface and works better with watercolors than construction paper. Add interest to the painting activity by cutting the paper into interesting shapes such as hearts, triangles and ovals. CLL9.2c BRIGHT IDEA TEACHER TIP For the children who have diffi culty grasping the Talk to the children about writing things down, and brush handle, add a piece of foam around the teach them that writing has a purpose. Don’t brush handle or provide larger paintbrushes. hesitate to ask the children to write you a note. They may hand you a note with two lines of scribble; that’s okay. Thank them for their help! MA1 domain: cognitive development and general knowledge sub-domain: math #77 Strand: NUMBER AND QUANTITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA1 – The child will organize, represent and build knowledge of number and quantity.

12-24 months 24-36 months 36-48 months

MA1.1a MA1.2a MA1.3a Imitates rote counting Recites numbers up to Recites numbers up to 10 using numbers. five in sequence. in sequence.

Rote counting means saying the numbers in Two-year-olds can typically remember and Three-year-olds are able to extend sequence from memory. One-year-olds will say the numbers in order up to five. their counting skills and say numbers hear the teacher counting, then mimic the in order up to 10. teacher’s actions, repeating some numbers in sequence.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #77 MA1 – The child will organize, represent and build knowledge of number and quantity.

12-24 months

Count Down I Caught a Fish Jingle Bell Counting Gather the children for a movement activity such Sing the song, “1-2-3-4-5, Once I Caught a Fish.” Sing the following song with the children to the as “The Hokey Pokey.” Before beginning, say, Encourage the children to sing along and hold up tune of “Jingle Bells.” Give some children the wrist “Let’s count to three and then we’ll start. Ready, fi ve fi ngers, one by one, as they say the numbers. bells from your rhythm instruments to shake as one, two, three.” Encourage the children to count One, two, three, four, fi ve, they sing. along with you. Repeat this throughout the day for Once I caught a fi sh alive, One, two, three, various other activities. MA1.1a Six, seven, eight, nine, ten, Four, fi ve, six, Then I let it go again! MA1.2a Seven, eight, nine, ten. Echo Count I can count, Play Greg & Steve’s “Number Rock.” Encourage the I can count, children to sing and clap along. Have the children Hear me count again, Oh! count during other times of the day, walking to the One, two, three, playground, for example. Encourage the children Four, fi ve, six, to echo your words. 36-48 months Seven, eight, nine, ten. One, two (one, two) I can count, Three, four (three, four) I can count, Five, six, seven (fi ve, six, seven) I can count to ten! MA1.3a Eight, nine, ten (eight, nine, ten). MA1.1a One, Two, Buckle My Shoe Use the poem “One, Two, Buckle My Shoe” to The Bunny Hop reinforce counting to 10. The children can recite Use sidewalk chalk to draw a grid of your own the poem with you. design on the playground. If inside the classroom, 24-36 months One, two, buckle my shoe. you could use colored masking tape to create the (Pretend to buckle shoe.) grid. Model counting to 10 while hopping through Three, four, shut the door. the grid. The children can take turns hopping (Use one hand to show shutting a door.) through the grid as they count to 10. MA1.3a Circle Count Five, six, pick up sticks. Sit facing a small group of children. Have one (Bend over and pretend to pick up sticks.) Pete the Cat child start by saying, “One.” Point to each child in Seven, eight, lay them straight. Read the story Pete the Cat by Eric Litwin and turn and have him/her say the next number in the (Act out laying sticks side by side.) James Dean. Encourage the children to count sequence. Start slowly, and be prepared to give Nine, ten, a big fat hen! along with the story. Follow up by having the lots of prompts. Your goal will be for the children (Hold arms in front in a big circle.) children count the number of buttons, snaps and to do this quickly and smoothly. MA1.2a Encourage the children to do the movements as shoestrings on their own clothing. MA1.3a they recite the poem with you. MA1.3a MA1 domain: cognitive development and general knowledge sub-domain: math #78 Strand: NUMBER AND QUANTITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA1 – The child will organize, represent and build knowledge of number and quantity.

12-24 months 24-36 months 36-48 months

MA1.1b MA1.2b MA1.3b Participates in simple songs that Recognizes some numerals in Recognizes numerals and involve number and quantity. the everyday environment. quantities in the everyday environment. Songs help to build familiarity with numbers Two-year-olds notice numerals in and quantity for one-year-olds. their everyday environment. They begin Three-year-olds begin to recognize to recognize that a symbol is a numeral. some numerals, particularly those that are Often the number “2” is meaningful as meaningful to them. They are also beginning they can tell you how old they are. to grasp the concept of quantity of familiar items.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #78 MA1 – The child will organize, represent and build knowledge of number and quantity.

12-24 months

Little Children Number Search Grocery Ad Search Sing “Little Children” to the tune of “Ten Little Cut large numerals out of paper and hide them Gather newspaper grocery ads and provide each Indians”: around the room or on the playground. Give each child with a page. Give them Bingo markers and One little, two little, three little children, child a number card and have him/her locate the ask them to put a dot on all the numerals they see. Four little, fi ve little, six little children, match. Ask, “Can you fi nd the numeral 3?” The child Encourage them to name some of the numerals. Seven little, eight little, nine little children, will locate the numeral that matches his/her card. Ask them to fi nd specifi c numerals: “Can you fi nd Sitting on the rug. As a variation ask, “Can you fi nd a numeral in the a numeral four? How about a two?” MA1.3b Change the action “sitting on the rug” based on room for me?” and the children can locate and what the children are doing. MA1.1b identify their assigned numeral. MA1.2b Number Bingo Make a number Bingo game with plastic sleeves One-Two-Three that sports card collectors use. These are about Sing the song “One-Two-Three” to the tune of 8½" x 11" and typically have spaces for nine cards. “This Old Man.” Have the children hold up their Cut paper to fi t in the spaces and write a numeral fi ngers as they count while singing. on each one. Make a second set of cards for One, two, three. Count with me. the caller. Provide each child with a homemade It’s as easy as can be. Bingo mat and some large bottle caps. Call out Four, fi ve, six, seven, eight, nine, ten. a number, showing the card so the children will Now let’s start it once again. MA1.1b 36-48 months see as well as hear the number. Encourage the children to fi nd the numeral on their mat and cover it with a bottle cap. Play the game until everyone has all their spaces covered. MA1.3b Find the Number 24-36 months Sit with a small group of children. Provide a variety of number cards, zero through 10. Have several examples of each number, enough for Mystery Number each child in the group. Sing the following song, Write a numeral in each space in a clean, empty and encourage the children to fi nd the correct TEACHER TIP egg carton. Place a large bead or button in one of number and add it to their pile. Sing to the tune of Label items in the room with the number of the spaces and close the carton. The children turn “London Bridge”: items the children should use or take, such as the carton upside down and shake it to move the Can you fi nd the number fi ve, a number one on the soap dispenser or paper bead around. Turn it over, open it up, and name number fi ve, number fi ve? towel dispenser. Talk about the numbers when the numeral the bead landed on. MA1.2b Can you fi nd the number fi ve? the children use the items: “See, here’s number And put it in your pile? MA1.3b one. That means use one squirt of soap.” MA1 domain: cognitive development and general knowledge sub-domain: math #79 Strand: NUMBER AND QUANTITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA1 – The child will organize, represent and build knowledge of number and quantity.

12-24 months 24-36 months 36-48 months

MA1.1c MA1.2c MA1.3c Attaches meaning to names for Begins to understand Matches numerals to numbers with adult support. that numbers of objects can be sets of objects with the symbolized by printed numerals. same number, 0–5. One-year-olds begin to understand the names of numbers when used in Two-year-olds are grasping the concept Three-year-olds can begin to make everyday routines. that number symbols have meaning and can connections to print material in their be associated with a number of objects. environment. Engage children in activities that match numerals with a set of objects being counted.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #79 MA1 – The child will organize, represent and build knowledge of number and quantity.

12-24 months 24-36 months

Counting Cleanup Snack Counters Partner Match Encourage the children to count with you as you During snack, place a number card down to Give one group of fi ve children cards with the put toys away together. For example, count the represent how many of the snack choices each numerals zero to fi ve written on them. Give another dolls as you place each one on the shelf. “Let’s child will get. For example, place the number three group of fi ve children cards with sets of objects put away the dolls. One doll, two dolls. Two dolls on the table and tell the children, “Everyone will zero to fi ve, such as one apple, fi ve balloons and on the shelf.” MA1.1c get three crackers.” Have the children assist with so on. Have the children work together to fi nd counting the items to match the numeral. MA1.2c their partners, matching the numerals to the sets One for You, One for Me of objects. Once they are all matched, mix up the Give one ball to each child. Say, “We have three Numeral Find cards, switch groups and play again. MA1.3c children and three balls. Everyone gets one ball.” During outdoor play, write the numerals one to Give each child a ball and say, “One ball for Dana. fi ve with chalk on the sidewalk or on a wall. Go on Peas in a Pod One ball for Jordan. One ball for Juan. One, two, a hunt with the children to fi nd one object to place You will need some clean, empty egg cartons, cut three balls.” Encourage the children to play with by the numeral one, two objects to place next in half lengthwise, and some green play dough. the balls. Sing to the tune of “London Bridge”: to numeral two, and so on. Add language to this Write a numeral zero to fi ve in each section of Three balls rolling all around, activity by saying, “This is the numeral three. Let’s the egg carton. Show the children how to roll all around, all around. fi nd three things to put here.” MA1.2c the play dough to make “peas.” Then encourage Three balls rolling all around, them to put a corresponding number of peas in One, two, three. MA1.1c each section of the egg carton. Talk about the numeral “zero” and that it means that no peas go How Old Are You? in that section of the pod. For the children who are Read It’s My Birthday by Liesbet Slegers. Talk ready for larger amounts, make another set of pea about how old the children are. Hold up one 36-48 months pods with the numerals fi ve through ten. For the fi nger and say, “You are one year old; can you say children who need additional practice with zero ‘one’?” Assist the child in holding up one fi nger. through fi ve, place dots in the bottom of the egg For older children, you can begin to ask, “How old cups so they can match 1:1. MA1.3c are you?” Encourage the children to hold up one Math Card Match fi nger and say, “One.” MA1.1c Create math cards using farm animals and the numerals zero to fi ve. For example, create one Basket Toss cow in a barn, two ducks in a pond and so on. Assist a small group of the children with tossing Then provide farm animal counters. The children balls of various sizes into a basket, counting off will place the matching number of counters on the tosses. When fi nished say, “We have fi ve balls in corresponding card. Create additional number the basket.” MA1.1c match cards to use with other manipulatives. MA1.3c MA1 domain: cognitive development and general knowledge sub-domain: math #80 Strand: NUMBER AND QUANTITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA1 – The child will organize, represent and build knowledge of number and quantity.

12-24 months 24-36 months 36-48 months

MA1.1d MA1.2d MA1.3d Shows awareness of early Uses simple vocabulary Identifies quantity and concepts related to amount. to describe concepts comparisons of quantity. related to amount. One-year-olds are able to communicate Three-year-olds are beginning to ideas of amount in the context of everyday Two-year-olds are able to demonstrate understand comparative language. Most activities. They will request more food or tell understanding of words related to amount. three-year-olds cannot yet count rationally, you when they have finished by saying They ask for “more” of their favorite foods. so teachers may need to assist the child in “All gone.” They want “all” of the dolls. counting, then ask if there are more of one object than the other.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #80 MA1 – The child will organize, represent and build knowledge of number and quantity.

12-24 months 24-36 months 36-48 months

How Many Feet? Five Little Elephants More or Less Read Foot Book by Dr. Seuss. Emphasize the Sing and act to the tune of “Five Little Ducks”: During large group, create two groups of children, words relating to amount: “Feet, feet, feet. How Five little elephants went out to play, and compare them. Say, “Look at your shoes. If you many, many feet you meet.” Use diff erent words out on a spider’s web one day. have laces, stand on this side. If you don’t have to comment on the feet. Point to a page in the They had such enormous fun, laces, stand on that side.” After the children move book and say, “Look at all those feet!” or “There they called for more little elephants to come. into the appropriate groups ask, “Can we tell by sure are a lot of feet!” Encourage the children to Start with fi ve children in the center of the group. looking at our groups which has more?” Encourage sit with their feet all pointing toward the middle Encourage them to move like elephants as you the children to compare the two groups. Then say, of the circle. Say, “Look at all our feet. Children’s sing the song. At the end of the song the children “Let’s count how many children have laces and how feet, teacher’s feet. Feet, feet, feet. How many, in the center call out, “More elephants!” and the many don’t have laces.” After counting, ask, “Are many feet you meet!” MA1.1d other children join in. MA1.2d there more children with laces or more without?” MA1.3d Number Books Show Me a Lot After reading a counting book, such as My Little Provide the children with manipulatives, such as Bugs and Flowers Counting Book by Roger Priddy, compare some of Unifi x® cubes, table blocks and large bottle caps. Cut some simple fl ower shapes from construction the pages. Say, “There are fi ve stars on this page Ask the children to show you a “lot” of cubes. paper or fun foam. Provide bug counters. Give and one ball on this page. There are more stars Then ask, “Can you make there be fewer?” Then each child one to fi ve fl owers and a diff erent than balls.” MA1.1d ask them to show you a “few” bottle caps. Then number of bugs. Ask them, “Do you have more ask, “Can you show me one more?” Encourage fl owers or more bugs?” Show them how to line Which Has More? them to compare with each other. “Does Keisha the objects up to compare them or how to match Place cups of assorted sizes in the water table. have more bottle caps than Alex?” MA1.2d one bug to one fl ower and discover if there are Encourage the children to fi ll cups with varying any left over. Repeat this activity often, using amounts of water and pour water from one cup to diff erent manipulatives and shapes to go with the other. Talk with the children about which cups them. MA1.3d have “more” and which have “less.” MA1.1d TEACHER TIP Comparing Cubes During snack, use verbal and/or sign language Give each child in your small group a number of references for “more” or “all gone.” You might Unifi x® cubes or other linking cubes in two colors. say: “Aidan, you’re all done, you’re fi nished.” Have the children link the cubes together into two “Ronald really enjoyed his cupcake, it’s all gone.” “towers” and stand them side by side to discover BRIGHT IDEA “Sarah, you still have carrot sticks left on your which has more cubes. You could also use plastic For the children who have diffi culty holding the plate.” Encourage the children to communicate links or pop beads. MA1.3d cup, use cups with handles. whether they want more or are all done. MA1 domain: cognitive development and general knowledge sub-domain: math #81 Strand: NUMBER AND QUANTITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA1 – The child will organize, represent and build knowledge of number and quantity.

12-24 months 24-36 months 36-48 months

NO NO MA1.3e INDICATOR INDICATOR Quickly recognizes and names how many items are in a set of up to three items.

Three-year-olds can look at a set of objects up to three and determine how many there are by looking at them and not using one-to-one correspondence (subitizing). They are able to recognize larger quantities when arranged in a spatial pattern such as a die or domino.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #81 MA1 – The child will organize, represent and build knowledge of number and quantity.

36-48 months

Hidden Bears Circle the Dots Number Match Provide up to three counting bears. Hide the bears Draw approximately 20 dots on a sheet of poster Prepare cards of the same number using pictures under a small bowl. Quickly remove the bowl then board. Provide a child with a marker. Call out a of diff erent objects; one card with three bears, immediately re-cover the bears. Ask the children, number and encourage the child to circle the another with three trees and another with three “How many are there?” Change the number of related number of dots. MA1.3e hearts. Repeat for other numbers. Spread the bears and play again. MA1.3e cards in front of the children and encourage them to match cards that have the same number of Dot Flash objects. MA1.3e Flash a dot card with zero to three dots on it. Flash the card for a few seconds then cover it up. Ask the Subitizing Search children how many dots they saw and encourage Encourage the children to name things in the them to give you a number. Turn the card over classroom or from their home environment that and count the dots to show them how many dots often come in numbered sets, such as mittens and they saw. MA1.3e socks that come in groups of two or the legs on a chair (four). MA1.3e Dot Cube Roll Make a dot cube by covering a square tissue box with paper. Cut circles from black construction paper and glue them onto the cube. Make two BRIGHT IDEA sides with one dot, two sides with two dots and For the children who have diffi culty counting, have two sides with three dots. Look at a set of dice one child call out the number while another child to see how to arrange the dots. Roll the dot cube circles the dots. You could also provide cards with and encourage the children to quickly call out numbers on them. One child calls out the number how many dots they see. MA1.3e on the card while the other child circles the dots. Math Hands Have the children get their math hands ready. Ask them to show you three, using their fi ngers. Keep changing the numbers (zero to three). Ask them TEACHER TIP to show you three fi ngers by using both hands, to Subitizing activities should be done for a short make it a little harder. MA1.3e time each day. Place dice or dominoes in your math center to promote the skill of being able to quickly recognize how many are in a set of items. MA2 domain: cognitive development and general knowledge sub-domain: math #82 Strand: NUMBER AND QUANTITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA2 – The child will manipulate, compare, describe relationships and solve problems using number and quantity.

12-24 months 24-36 months 36-48 months

NO MA2.2a MA2.3a INDICATOR Matches two equal sets using Matches two equal sets using one-to-one correspondence one-to-one correspondence with adult guidance. independently.

With adult modeling and support, Three-year-olds can place objects two-year-olds can place objects into into two equal sets using one-to-one two equal sets using one-to-one correspondence. correspondence.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #82 MA2 – The child will manipulate, compare, describe relationships and solve problems using number and quantity.

24-36 months

Dressing Dolls Snack Helper Bug Lineup Provide doll clothes and baby dolls. Encourage While setting up for snack, choose three children Have the children create two equal lines of toy the children to put the clothes on the dolls. Assist to help pass out needed items such as plates, bugs. Help the children in noticing that each bug as needed. Comment on what children are doing. napkins and cups. Have each child place one item has a partner or creates a set. Encourage the “You put two socks on the baby’s two feet.” MA2.2a at each chair. Say, “Look, Abby, you put one plate children to recreate lines using diff erent numbers at each chair.” MA2.2a of bugs. MA2.3a Number Book Match Game Read My First Number Board Book by DK Car and Driver One-to-One Publishing individually or to a small group of Create a set of math cards in the shape of cars, children. Encourage the children to match real using craft foam or heavy paper. Use bottle caps objects to the pictures or photographs. For example, 36-48 months with faces drawn on them as drivers for the cars. say, “I see two socks on this page. Let’s fi nd two Have the children place one driver in each car. shoes in home living to go with them.” MA2.2a You could also create larger cars and place dots in the cars with one dot, two dots and so on. Write Shoe Match Counting Dots the corresponding numeral on each car. The During small group, remove the children’s Provide the children with sheets of paper with children match the bottle-cap people to each dot. shoes. Place one shoe from each child in a pile dots in various confi gurations and amounts up to MA2.3a and make a line with the other shoes. Have the fi ve. Write the corresponding numeral on each children match the pairs. MA2.2a sheet. Count the dots with the children as you Two by Two point to each one. Have the children place one large manipulative on each of the dots. Count Line the children up with a partner. They can the manipulatives as the children place them on hold hands or hold onto a walking rope. Sing the dots. Once all the dots have been covered, this variation of “The Ants Go Marching”: count the number of manipulatives on the paper. The children are marching two by two, MA2.3a hurray, hurrah. The children are marching two by two, hurray, hurrah. The children are marching two by two TEACHER TIP There’s me and you, and you, and you. Talking throughout the day about the number of And we all are marching down the hall, items the children encounter will help reinforce to the playground… (Around the shelf, counting. Say things like, “We have two cookies for back to the rug.) MA2.2a snack today,” or “I see three stars on that poster.” MA2 domain: cognitive development and general knowledge sub-domain: math #83 Strand: NUMBER AND QUANTITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA2 – The child will manipulate, compare, describe relationships and solve problems using number and quantity.

12-24 months 24-36 months 36-48 months

MA2.1a MA2.2b MA2.3b Counts groups of one and two Counts one, two and sometimes Counts up to five objects using objects with adult guidance. three objects using one-to-one one-to-one correspondence correspondence with adult with adult guidance. One-year-olds are just beginning to guidance. understand the concept of counting. One-to-one correspondence means Teachers can model counting as they pass One-to-one correspondence means understanding that each object in a set out food, count toes during diapering gets only one count. Children learn this or help children put on “two” shoes. understanding that each object in a set gets one count. Understanding this begins with concept by touching each item and saying One-year-olds may learn to count one the corresponding number aloud. or two objects with assistance. matching an object to an object: matching one hat to one doll. Assigning one number Three-year-olds need much repetition and to each object is more difficult: help child practice using one-to-one and some will say “1-2-3” while touching each of three dolls. learn to count up to five objects in a set.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #83 MA2 – The child will manipulate, compare, describe relationships and solve problems using number and quantity.

12-24 months 24-36 months 36-48 months

One Sock, Two Socks Carton Counting Bears in a Bowl Gather several pairs of colorful socks. Show them Gather clean egg cartons. Cut them in half Give a small group of children a small plastic bowl to the children and talk about the colors and other lengthwise and then in half again crosswise and a collection of counting bears. Use a large features, such as stripes or storybook characters. to create sections of three cups each. Place spinner to select numbers one through fi ve. Spin Have the children help you match the socks, then manipulatives in the cups. Some sections will have the spinner and call out the number. Each child count each pair, saying, “Look at the red socks. one item in a cup, some two and some three. Give counts out that many bears and puts them in his/ Let’s count them. One sock, two socks.” MA2.1a a section of egg carton to a child and ask him/her her bowl. Continue spinning and counting until to count the items inside, touching each one as he/ the bowls are full. Another time, use insects or Feed the Baby she counts. You could also give manipulatives to fruit instead of bears. MA2.3b Give each child in a small group a baby doll. Gather the child to count out into the cups. MA2.2b an assortment of play food. Say, “Let’s feed the Hop on Top babies. Give them two strawberries. Count with me. Use chalk to draw fi ve circles in a line on a fl at One, two. Now let’s give our babies one cookie. surface outside. Model hopping or jumping into Ready? One cookie.” Encourage the children to count each circle and counting aloud on each jump, out one or two foods to feed the babies. MA2.1a “One-two-three-four-fi ve.” If desired, turn this BRIGHT IDEA into a group game by drawing several sets of Footprint Painting circles and encouraging the children to hop or For children who have diffi cutly manipulating Tape a large piece of butcher paper on the fl oor, jump together. Both the children hopping and the small objects use larger cups, bowls or boxes with a tray of paint near by. Remove the children’s children watching should be counting aloud as taped together and larger items. shoes. Have the children, one at a time, step into each child moves from circle to circle. MA2.3b the paint and make footprints on the paper. As the children step on the paper say, “One, two. Two feet. High Five Cynthia has two feet.” MA2.1a Play this game with a partner. One child holds a hand behind his/her back and then brings it back Animal Cracker Counting in front, with one to fi ve fi ngers extended. The Give the children a cup along with six animal second child counts the fi ngers, gently touching crackers. Have them count one animal cracker each one. Then the partners switch and the and put it in the cup. Then have them count two second child has a turn. Begin by modeling this BRIGHT IDEA crackers, one at a time, and put those in the cup. activity and then give the children a chance to For the children who do not want to get their feet Finally, have the children count the remaining play independently. MA2.3b dirty, place paint in a gallon zip-top bag. Have the three crackers, one at a time, and place them in children step on the baggie and leave a footprint. the cup. Once fi nished, the children can eat their As they do, count the footprints as above. animal crackers. MA2.2b MA2 domain: cognitive development and general knowledge sub-domain: math #84 Strand: NUMBER AND QUANTITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA2 – The child will manipulate, compare, describe relationships and solve problems using number and quantity.

12-24 months 24-36 months 36-48 months

MA2.1b MA2.2c MA2.3c Applies number and Applies number and Recognizes that objects or sets counting to daily routine with counting to daily routine. can be combined or separated. adult guidance. Learning to count requires lots of practice Three-year-olds are beginning to realize Learning to count requires lots of practice and repetition. Two-year-olds actively that sets of objects can be combined. and repetition and should focus on being take on the role of counting in daily They can understand simple math stories fun and playful. One-year-olds begin to classroom routines. involving combinations. “There were two mimic the counting sequence in daily friends on the playground and then two activities led by the teacher. more came. Now there are four friends.”

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #84 MA2 – The child will manipulate, compare, describe relationships and solve problems using number and quantity.

12-24 months 36-48 months

Sing It Two Times Lunchtime Helpers Honey Bears During music and movement time, sing a favorite At lunchtime, choose a small group of children Make a set of math mats to use with the counting song, such as “Bingo,” with the children. When to count out each lunch item as they distribute bears. Draw a honeypot or a beehive or use clip you are done say, “Let’s sing that song again! We’ll them. The children should place one item at each art. Give one to each child. As you tell a math sing it two times!” Add numbers to favorite songs, child’s place at the table. For example, one child story, have the children demonstrate counting. for example, “If you’re happy and you know it clap will count out all of the spoons, another counts Say, “There were four bears eating honey. three times! One-two-three!” MA2.1b all of the plates, and so on. Assist the children in Everyone count out four bears and put them on counting to make sure there are enough of each the honeypot. One bear went home. Take away How Many Friends? item. MA2.2c one bear. Now how many bears are eating honey? Choose two or three children to come and stand Let’s count.” The children will continue to combine up front. Sing the following song to the tune of How Many? and separate sets of bears on the honeypots, “London Bridge”: At mealtime, encourage the children to count out according to the story. Another time you might How many friends are standing here, servings of food as they place the food on their use a piece of sandpaper and seashells or a die- standing here, standing here? own plate. Say, “Rosie, you’re getting more carrot cut tree and red pom-poms for apples. MA2.3c How many friends are standing here? sticks. Let’s count them together. One, two, three Count them with me. carrot sticks.” MA2.2c Instrument Counting Point to each child and count aloud, “One, two, Gather some of your rhythm instruments and three.” Encourage the other children to sing along use them for this counting activity. Lay out two and count their friends. MA2.1b diff erent groups of instruments, such as four rhythm sticks and two shakers. Count each set, BRIGHT IDEA and then encourage the children to combine them Use sign language for the numbers as you count. to see “how many instruments in all” there are. 24-36 months Repeat with several other groupings: one drum and two tambourines, two maracas and three triangles, and so on. MA2.3c Music Time Who Is Here Today? The Doorbell Rang During large group have the children count in Have the children sign in when they come into the Read the story The Doorbell Rang by Pat Hutchins. preparation for the music to start. Say, “We will classroom by moving their photo from the home After reading the story have the children act it start the music on fi ve,” and count together, “one, board to the school board. During small group out. Provide props such as a bell for the doorbell, two, three, four, fi ve!” MA2.2c time, have the children count how many children cookies and a plate. As each new child arrives are at school and how many are at home. MA2.2c with his or her cookie(s), point out what happens to the total. MA2.3c MA2 domain: cognitive development and general knowledge sub-domain: math #85 Strand: NUMBER AND QUANTITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA2 – The child will manipulate, compare, describe relationships and solve problems using number and quantity.

12-24 months 24-36 months 36-48 months

NO MA2.2d MA2.3d INDICATOR Participates in creating simple, Participates in creating and using real and pictorial graphs. real and pictorial graphs or other simple representations of data. Graphing provides an opportunity for children to represent and communicate Graphing provides an opportunity for mathematical relationships. With two-year- children to represent and communicate olds, teachers can facilitate the creation and mathematical relationships, such as more/ display of simple graphs using pictures. less. Three-year-olds can help create simple graphs with concrete objects or pictures. They are able to answer questions comparing data, such as “What kind of pizza do most people like?”

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #85 MA2 – The child will manipulate, compare, describe relationships and solve problems using number and quantity.

24-36 months

Our Favorite Things I Like… Top Pick Create a line with chalk or tape on the fl oor. Place a Create a chart using pictures of diff erent pets, Divide a piece of butcher paper in half. On top, picture of two choices, such as green or red apples, such as dogs, cats, goldfi sh and rabbits. Have the tape a picture of two books that have been read or milk or juice at opposite ends of the line. Have children choose a paint color. Paint their hands in class. Have the children place a star under the children stand next to their choice. Say, “I see to make handprints. Have each child place his/ the book that they would like you to read again. more friends chose red apples than green apples.” her handprint beside the pet that he/she likes After the graph is completed, help the children As an extension in language you might say, “I see the most. Write the child’s name on the handprint compare the two columns. Count the number of that more children prefer milk over juice,” or “Fewer to remember whose handprint it is. During large stars in each column and write it on the paper. Ask children like red apples.” MA2.2d group, discuss the results. MA2.2d which book has more votes. Say “Graphs help us compare things so we can make decisions.” Read Whose Shoes? Sunshine or Snow the winning book to the class. MA2.3d Line up a variety of shoes on the fl oor, such as Have a basket with precut shapes of suns and lace-up, buckle, slip-on, sandal, VELCRO.® You can snowfl akes. Divide a piece of chart paper into two Lunch Bunch also use pictures of these types of shoes. Give all columns with a sun on one column and a snowfl ake On butcher paper, create a graph with three the children a small photo of themselves. Have on the other. Have the children choose whether columns. Place a familiar restaurant logo at the the children place their photos in a line next to they like snow or sunshine better. Place a sun or top of each column. Have the children write their the shoe that is the same style as theirs. Point snowfl ake under the appropriate column. MA2.2d names in the columns under the restaurant(s) at out which line is longer and which is shorter. Use which they like to eat, or give each child a photo comparative language. Say, “More children are of himself/herself to glue in the column he/she wearing laces than VELCRO® today.” MA2.2d chooses. Look at the completed graph together, and make some observations. “More people like to eat at Joe’s Pizza than like to eat at Mary’s 36-48 months Diner,” or “About the same number of people like TEACHER TIP to eat chicken as seafood.” MA2.3d Small photos of the children are handy in many ways. Take a close-up (head and shoulders) Eleanor, Ellatony, Ellencake, and Me picture of each child. Crop it to approximately During small group time read the book Eleanor, 2" x 2" and copy/paste it into a Word document. Ellatony, Ellencake, and Me by Cathy Rubin. Graph You can get 20 pictures on a page. Make copies the number of letters in Eleanor, Ellatony, Ellencake, and cut the pictures apart. Use these for graphing and Me’s names and then have the children graph TEACHER TIP and patterning activities, or place them in the the number of letters in their own names. Compare Use paint dotters for the children to mark their writing center for impromptu letters and cards. whose name has more or fewer letters. MA2.3d preferences when creating simple graphs. MA3 domain: cognitive development and general knowledge sub-domain: math #86 Strand: MEASUREMENT AND COMPARISON Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA3 – The child will explore and communicate about distance, weight, length, height and time.

12-24 months 24-36 months 36-48 months

MA3.1a MA3.2a MA3.3a Uses size words Develops vocabulary for length, Labels objects using size words. appropriately. weight and height. Three-year-olds are able to apply One-year-olds begin to repeat words Two-year-olds are beginning to size words such as big, small, short and they hear spoken by their adult models. develop vocabulary that relates to length, tall to label objects in their environment. They apply the terms “big,” “small,” “little” weight and height although they confuse They often confuse terms as they are to objects in their surroundings. the terminology. They use words such expanding their vocabulary. They might as big, small, long or short. say, “I weigh 42 inches.”

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #86 MA3 – The child will explore and communicate about distance, weight, length, height and time.

12-24 months 24-36 months 36-48 months

Large and Small Big Dog Sizing it Up! Provide balls of diff erent sizes and textures, and/ Read Cliff ord the Big Red Dog by Norman Bridwell. You will need pairs of real or found items, such as or blocks of diff erent materials, shapes and sizes Stop several times during reading to emphasize rocks, sticks, leaves, shells, plastic lids, buttons or for the children to explore. Comment on the toys the words “big” and “biggest.” Encourage the pipe cleaners with one item noticeably bigger or they are exploring: “Andrew, you have the square children to use “big” in other contexts. Ask, “What longer than its mate. As the children explore the block, It’s red. You have a square, red block,” or is something big in our room?” “Did you see items, ask them to tell you which is bigger, smaller, “Lila, you have a big, blue, rubber ball.” MA3.1a something big today while coming to school?” longer or shorter. Encourage the children to sort Make a list of big things. MA3.2a the items by size into two groups. Ask the children Real and Found to explain why they placed the items together. Provide safe, found objects of various sizes such Height Chart MA3.3a as wooden and plastic spoons and spatulas for Use chalk to record each child’s height on an the children to explore, with close supervision. As outside wall or mark it on butcher paper hung in Big or Little the child explores with the objects you might say, the classroom. Label each line with the child’s Show the children photos of a variety of objects, “Ruthie, you are banging the large spoon on the name and picture. Compare heights. “Jill is 37 such as a dump truck, a tennis ball, a tree or a small bowl.” MA3.1a inches tall. She is shorter than Jack,” or “Meredith goldfi sh. As you show each picture, have the is taller than Avery. She is 39 inches tall.” MA3.2a children stand up with arms stretched up high Big Box and shout, “Big!” or squat down and whisper, In addition to your assortment of blocks and Balancing Pictures “Little,” to show the size of each object. MA3.3a stacking toys, place a large cardboard box in your Make several pages with pairs of items that are classroom for a few days. Encourage the children heavy and light. Use poster board cut to size, or Masking Tape Art to explore by crawling or sitting inside the box. other heavy paper. Glue a picture of a rock on Give the children paper and diff erent colors of Comment on what they are doing. Say, “Brandon one side of the page and a feather on the other masking tape. Tear off strips ahead of time and is inside the BIG box.” MA3.1a side, for example. Other pairs might include an tape them to the table edge to make it easier elephant and a kitten or a car and a tricycle. to access them. Show the children how to tear Punch a hole in the center top of the page with the tape to make smaller pieces. Encourage the a large hole punch. Attach a weight (such as a children to stick the tape on their papers in any washer) to the bottom of the page on the side way they choose. After they have fi nished, ask with the heavier item. Show the children the them to tell you about the strips of tape. “Which TEACHER TIP pages and have one child hang the page from an are long? Which are short?” You could turn this As the children play with toys, it’s important to unsharpened pencil you are holding. The heavier into a group collage by taping butcher paper to talk to them about what they are doing. Describe side should tip down, just like on a balance scale. the table and having a group of the children add the color, shape or size. Let them hear the words Say, “An elephant is heavy. A kitten is light.” tape strips. MA3.3a as they are handling the objects. MA3.2a MA3 domain: cognitive development and general knowledge sub-domain: math #87 Strand: MEASUREMENT AND COMPARISON Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA3 – The child will explore and communicate about distance, weight, length, height and time.

12-24 months 24-36 months 36-48 months

MA3.1b MA3.2b MA3.3b Explores and identifies Makes simple comparisons Compares two or more objects objects that are big or small, between two objects. using a single attribute, such heavy or light, and tall or as length, weight and size. Two-year-olds, through exploration, can short, with assistance. begin to make comparisons between Matches items of similar sizes. two objects. One-year-olds learn about objects through Three-year-olds typically compare objects exploration and modeling. Teachers using one attribute, such as length, weight should describe objects using comparative or size. They are learning the concepts of language: “This bear is sooooo big and big/small, heavy/light, tall/short. They can this bear is veerry small.” also match items that are the same size. For example, they can place all the little bears in one basket and all the big bears in another.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #87 MA3 – The child will explore and communicate about distance, weight, length, height and time.

12-24 months 24-36 months

Leaf Collage Weight Lifting Nuts and Bolts Have the children explore the outdoor play area Collect clear plastic bottles and lids. Fill the Gather nuts and bolts in three or four sizes and to collect leaves or bring some in from home. bottles with a variety of materials of diff erent place them on a tray. Ask the children to fi nd the Press the leaves between pages of a heavy book weights, such as water, cotton balls, sand, beads ones that go together. The children will need overnight so they are fl at. Encourage the children or feathers. Seal the tops so the children can’t to match the largest bolt with the largest nut. to glue them to a large piece of poster board. Talk open them. Describe the weight of the bottles Encourage the children to twist the nuts onto the about the leaves. Which are big? Which are small? as the children explore them. Say, “You have the bolts to make sure they fi t. MA3.3b MA3.1b bottle with feathers. It’s lighter than this one with beads,” or “The sand bottle is heavy. How about Water Bottle Colors Box Pull the one with water?” MA3.2b Make a set of water bottles with graduated Attach a piece of rope to two small boxes. Place amounts of water. Use food coloring to make the something heavy in one box such as a reusable water levels easier to see. Seal the bottles with grocery bag fi lled with cans, and something light duct tape. Ask the children to choose two of the in the other such as a stuff ed animal. Encourage bottles to compare and tell you which has more the children to push and pull the boxes around the water. Some of the children may be able to put room. MA3.1b 36-48 months them in order from least to greatest. MA3.3b Great Big Spider After reciting “The Itsy Bitsy Spider,” add this variation using big motions. Use your whole hand Block Sort for the spider, for example, not just your fi ngertips. Gather items from your classroom that can be Encourage the children to use a “big” voice (loud sorted into two groups, large and small, such as TEACHER TIP and deep). LEGO®s and LEGO® DUPLO®s, table blocks, unit Retell stories that involve size such as “Goldilocks The great big spider went up the water spout, blocks, or large and small animal fi gures. Give the and the Three Bears” or “The Three Billy Goats Down came the rain and washed the spider out; children several of each size block and ask them Gruff .” Gather props: stuff ed or plastic bears, Out came the sun and dried up all the rain, to sort by size. Say, “Can you put all the ones that bowls and spoons, chairs or stools, shoebox And the great big spider went up the spout again. are the same size together? Good! You made a beds and blankets. Make the items in diff erent MA3.1b set of large blocks and a set of small blocks.” Then sizes: small, medium and large. Encourage the give the children additional blocks and ask them to children to match the items to create sets. “These put them with others that are the same. If they are are for Baby Bear, these are for Mama Bear, and successful with this activity, give them a diff erent these are for Papa Bear.” Talk with them as they item, such as an animal, and ask them to decide put the items into groups. “You put the small bowl which group it belongs in. MA3.3b with the small bear and the small bed.” MA3 domain: cognitive development and general knowledge sub-domain: math #88 Strand: MEASUREMENT AND COMPARISON Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA3 – The child will explore and communicate about distance, weight, length, height and time.

12-24 months 24-36 months 36-48 months

MA3.1c MA3.2c MA3.3c Explores measuring tools. Uses measurement tools Uses a variety of standard and in play activities. non-standard tools to measure One-year-olds are curious about object attributes with assistance. their environment. Having tools related Two-year-olds begin to explore to measuring for easy access allows using measurement tools and vocabulary children to explore these objects. Three-year-olds learn about measurement during play time. They may pretend to through experimenting with non-standard weigh themselves or to measure tools such as blocks, Unifix® cubes or paper how long the table is. clips. They begin to make informal observations about measurement, commenting on length, weight and height: “I am making a looong chain.”

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #88 MA3 – The child will explore and communicate about distance, weight, length, height and time.

12-24 months

Timer Time Shoe Shop Cube Measuring Show the children a variety of timers (a sand timer, Create a shoe shop in your dramatic play area Give the children Unifi x® cubes and have them a stopwatch, a kitchen timer) and explain that with a variety of shoes. Make a shoe size chart measure the length of diff erent objects in the these things let us know when time has gone by. by gluing shoe cutouts in a variety of sizes to a classroom. Encourage the children to make Encourage the children to explore by turning the piece of butcher paper. The children stand on the observations about length using appropriate sand timers over and watching the sand or turning cutouts to measure their feet. MA3.2c measurement terms such as long/short, longer/ the kitchen timer to hear it ding. After the children shorter or tall/small. Ask the children what else have played with the timers, set the kitchen timer The Bakery Shop they can measure with instead of using cubes for a short time and explain, “When this timer Add ice cream scoops in a variety of sizes to the and encourage them to use the item they name. buzzes, it will be time for a story.” When the timer play dough area, along with cookie sheets and MA3.3c goes off , gather the children on the rug for a story. serving trays. Encourage the children to use the MA3.1c scoops to measure out the play dough onto the How Many Steps? baking sheets. They can use a spatula to fl atten Encourage the use of non-standard measuring Weigh In out their cookies or biscuits, then pick them up by investigating how many steps it takes to go Provide a balance scale and a variety of items from and put them on the trays. MA3.2c from one structure to another on the playground. the classroom. Show the children how to place Gather a small group of the children and count items on the balance scale and watch it go up and steps aloud as you walk from the sandbox to the down. Say, “The scale tells us when something is slide, or ask the children to hold hands and see heavy or light. The block is heavy. Watch the scale how many of the children long the sandbox area go down over here when we put the block on this is. MA3.3c side.” MA3.1c 36-48 months 24-36 months Measure and Munch Give the children several objects of varying Tool Time lengths such as a marker, a wooden block and a Take some measuring tools outside and plastic lizard. Also, provide Cheerios and show encourage the children to fi nd ways to use them. them how to line up the Cheerios and count how Ask, “What can we measure with the measuring many Cheerios long the items are. Encourage the tape? How about the balance scale?” MA3.2c children to talk about their fi ndings. MA3.3c MA3 domain: cognitive development and general knowledge sub-domain: math #89 Strand: MEASUREMENT AND COMPARISON Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA3 – The child will explore and communicate about distance, weight, length, height and time.

12-24 months 24-36 months 36-48 months

MA3.1d MA3.2d MA3.3d Begins to predict Identifies daily routines and Predicts upcoming events daily routines. changes in routine. from prior knowledge.

One-year-olds desire a predictable routine Two-year-olds still need a constant Time is a very abstract concept for young each day. They are beginning to be able daily routine. They can now make simple children. Three-year-olds are beginning to to anticipate the daily routine of the school predictions about the daily schedule and predict when events occur based on a daily day. “First we eat breakfast, then we play anticipate transitions in the school day. routine. They may still become upset if things with toys, then we go outside.” Changes in routine, such as a fire drill, can happen outside of the normal routine. They be very upsetting. Using simple picture may also use time vocabulary incorrectly: “My schedules of the main events in the day birthday is tomorrow,” which actually means is a helpful tool for two-year-olds to in three months. Give children advance notice know what is coming up next. when changes will occur, such as “Tomorrow the fire truck is visiting our school.”

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #89 MA3 – The child will explore and communicate about distance, weight, length, height and time.

12-24 months 24-36 months 36-48 months

What Happens Next? Pictorial Schedule Predict a Story Use language as a cue to help the children predict Take photos of the children in your class throughout Read a book with a predictable sequence of what happens next. Say, “All of my friends have the day and create a simple pictorial schedule. events such as Brown Bear, Brown Bear by Bill fi nished eating. What should we do next?” In Place it at the children’s eye level. Provide language Martin, Jr. Read the book several times. After addition, teachers can sing transition songs such as: to help the children understand daily routines. Say, they hear the story a few times, have the children We all are cleaning up. “Here’s the picture of everyone on the carpet during predict what character will appear next in the We all are cleaning up. circle time. Who can tell us what picture is next? Yes! story. Pause as you read, “Red bird, red bird, who Hi-ho, the derry-o, This picture is of the playground. We go outside do you see?” Then ask the children, “Who can tell We all are cleaning up. after circle time.” MA3.2d us who the red bird will see?” MA3.3d Add the children’s names to personalize it. Alex is cleaning up. Today Is Diﬀ erent Cover Clues Brady is cleaning up. When a special event happens, such as a visitor Before reading a book, such as Owl Babies by Hi-ho, the derry-o, comes to the class or a fi eld trip is planned, Martin Waddell, encourage the children to look Mary is cleaning up! MA3.1d prepare the children by talking about the change at the cover of the book. Ask, “What do you think in the daily schedule. On the day of the event, this book is about? What makes you think that?” What’s Next? sing this song to the tune of “Clementine”: Talk about the children’s knowledge of owls. “Has Throughout the day pose the question, “What’s Today is diff erent, today is diff erent, anyone ever seen an owl? What sound do owls next?” Allow the children to try to show you what’s Today is diff erent from the rest. make? Where do owls live?” MA3.3d next in the schedule. The children may go get a book Help me change our picture schedule, after being asked what is next when it is story time. Today is diff erent from the rest. Sequence Cards The teacher can also question the children by giving As the children watch, insert the picture of the visitor As the children’s knowledge of predicting events clues such as, “It’s time to wash our hands. Where do where it goes in the schedule, or replace some develops, teachers should choose more complex we go to wash our hands?” and “It’s time to read a routines with a picture of the fi eld trip. Say, “Today stories to enhance their understanding. Having story. Janey can you go get a book for me?” MA3.1d after snack, we will see a fi re truck.” MA3.2d the children put parts of a story in sequence helps them understand the order of events and gives them practice in predicting what comes next. Make cards for The Very Hungry Caterpillar by Eric Carle or The Napping House by Audrey TEACHER TIP Wood. As the children put the cards in order, During daily routines such as hand washing, provide encourage them to retell the story. MA3.3d language describing what the child is doing. For TEACHER TIP example, say, “You pressed the soap dispenser Establish consistent arrival and departure routines. and the soap came out. Now, you are rubbing Routines might include hanging up coats upon your hands together under the running water.” arrival and gathering belongings for departure. MA4 domain: cognitive development and general knowledge sub-domain: math #90 Strand: MEASUREMENT AND COMPARISON Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA4 – The child will sort, seriate, classify and create patterns.

12-24 months 24-36 months 36-48 months

MA4.1a MA4.2a MA4.3a Orders several objects on the Orders a few objects Independently orders objects basis of one characteristic by characteristic with using one characteristic. through trial and error. adult guidance. After three-year-olds have had a lot of One-year-olds learn best through trial and After they have had a lot of experience experience making comparisons, they error. They touch, taste, see, hear and smell making comparisons, two-year-olds can are able to put objects in order using one different objects to learn about them. With begin to put a few objects in order with help. characteristic or attribute such as tallest to teacher guidance, they can experiment with Teachers can model language and how to shortest or lightest to darkest. putting objects in order. Toys such as put objects in order to introduce stacking rings or nesting cups help to build the concept. this concept of order.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #90 MA4 – The child will sort, seriate, classify and create patterns.

12-24 months 24-36 months 36-48 months

Ring Stacking: Tubes in a Row Light to Dark Provide the children with ring stackers and Cut cardboard tubes into a variety of lengths. Show You will need paint strips in a variety of colors encourage them to stack the rings based on size. the children how to lay them side by side in a box and shades from a home improvement store. Verbalize what the children are doing as they lid, from shortest to tallest. Say, “You put the tubes Cut the strips apart. Have the children put three practice. “That one doesn’t go there, does it? Try in order by size.” MA4.2a to four squares of the same color in order by the bigger one to see if it will go.” MA4.1a shade, from lightest to darkest. They can glue Play Dough Worms the strips on paper or clip them to a sentence Yogurt Cup Stack and Nest Show the children how to make play dough worms strip with clothespins. MA4.3a Provide several diff erent plastic containers of the by modeling rolling out the dough on the table with same general shape that will fi t inside each other, the palms of your hands. Encourage the children to Writing Tools Line-Up such as small, medium and large-sized yogurt make their worms diff erent lengths. Ask, “Can you Have a template with writing tools outlined and containers. Show the children how to nest them make a long worm? A short worm?” Choose three ordered from shortest to longest. Have the children inside each other or stack them like a tower. of the worms and place them in order. Say, “Look, match the real tools to the ones on the template. MA4.1a I put them in order: small, medium and large.” After they match up the tools, challenge them by Encourage the children to do the same. MA4.2a fl ipping the template to the blank side and having them order the writing tools on their own. MA4.3a Bears in a Row Read the story “Goldilocks and The Three Bears.” Stacking Cups BRIGHT IDEA Give the children three stuff ed bears, and help Provide the children with three to four diff erent For the children who have diffi culty stacking, them place them in order from smallest to largest. size cups of various widths and heights. Help the use a piece of nonskid shelf liner on the table Give the children another animal, also in three children place the cups in order from shortest to to stabilize containers for stacking and nesting. diff erent sizes. The children should match the tallest and/or skinniest to fattest. MA4.3a new animals, by size, to the bears. For example, they can match the three bears to three diff erent- sized turtles. MA4.2a Dinosaur Roar! TEACHER TIP Small and Large Read the book Dinosaur Roar by Paul and Provide the children with diff erent size blocks. Use a variety of toy foods to help the children Henrietta Stickland. Afterward, give the children order by size, such as French fries made from Model for the children how to place them in order, three dinosaurs of diff erent sizes to put in order then encourage the children to do the same. sponges cut into strips, meatballs made from play from biggest to smallest. The children can then dough, tomato slices cut from fun foam. Make a Verbalize what the children are doing as they pretend to take them on a dinosaur picnic and participate. MA4.1a series of one food in a variety of sizes – small to even name their dinosaurs. MA4.2a large – and ask the children to put them in order. MA4 domain: cognitive development and general knowledge sub-domain: math #91 Strand: MEASUREMENT AND COMPARISON Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA4 – The child will sort, seriate, classify and create patterns.

12-24 months 24-36 months 36-48 months

MA4.1b MA4.2b MA4.3b Differentiates between Matches objects with similar Sorts objects by one attribute, two objects with different attributes or characteristics. such as color, shape or size. characteristics with Teaching young children how to match is Sorting is a beginning math skill that adult guidance. an important part of developing early math introduces the concept of placing like items skills. Matching helps two-year-olds identify into sets according to attributes – shape, One-year-olds are beginning to be able to and describe relationships between objects color or size, for example. Sorting is a pre- discriminate between objects and notice and is a necessary step in learning to sort. algebra skill that helps children understand similarities and differences, although they how to group numbers and sets later on. cannot necessarily communicate this. They Three-year-olds can sort objects into groups can recognize objects and give them to their when the objects differ by only one attribute. teacher to identify which ones are the same.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #91 MA4 – The child will sort, seriate, classify and create patterns.

12-24 months

Same and Diﬀ erent Shape Match Pom-Pom Sort Collect pairs of similar objects, such as blocks, Create a variety of shapes, including circles, squares Provide craft pom-poms in various sizes, small, bowls, spoons or vehicles, that diff er in one and triangles, using laminated construction paper or medium, large, in the same color, plus three characteristic. For example, you might have two sheets of fun foam. Make sure to include diff erent containers. Encourage the children to put all the blocks, one red and one green; or two spoons, sizes and colors of the same shape. Glue a set of ones that are the same together. You can make it one wooden, one metal. Place the items in a the shapes onto a piece of poster board. Give the more challenging by providing tongs or tweezers basket or on a tray, and sit on the fl oor. As the children matching sets and encourage them to put for the children to use for picking up the pom- children gather, talk about the items. Point out the matching shapes together. Watch for opportunities poms. Once they have sorted, say, “Tell me why diff erences. “Here’s a red block and here’s a to make comments such as, “You put the red these are a group.” MA4.3b green block.” Ask the children to diff erentiate triangle on the red triangle.” MA4.2b between two objects. Say, “Here are two spoons. Button Sort Can you show me the shiny spoon?” MA4.1b Provide buttons for sorting. Divide the buttons into collections and place each collection in a bag or bowl. Create some groups that can be sorted by color, others by shape and others by 36-48 months size. Remember to make each group diff erent 24-36 months by only one attribute. During small group, trade collections so that each child has an opportunity Sorting Silverware to sort in diff erent ways. MA4.3b Provide a utensil tray and an assortment of We Go Together silverware. Make sure the silverware is all the Create 3-D matching games based on characteristics same size and pattern. The children will put the such as color, size and shape. Begin by matching silverware into the tray, sorting by type: fork, identical objects, such as two triangle blocks or spoon, table knives. After they have sorted say, two square blocks. Then encourage the children “Tell me about your groups.” MA4.3b to match objects based on attributes. You might TEACHER TIP provide a variety of blocks to match. The red Muﬃ n Pan Sorting When asking the children to sort by one attribute blocks go together and the two square blocks go You will need a six-cup muffi n pan and a container or characteristic, make sure the items are diff erent together. As the children match items see if they fi lled with foam letters and numbers. Assist the in only one way. If you are sorting attribute blocks can tell you, “How are these the same?” MA4.2b children in sorting in a variety of ways such as by by color, make sure they are all the same size and color, shape, letter or number. To challenge the shape. If you are sorting blocks by shape, make children, have them sort on their own. MA4.3b sure they are all the same size and color. This allows the children to focus on a single attribute. MA4 domain: cognitive development and general knowledge sub-domain: math #92 Strand: MEASUREMENT AND COMPARISON Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA4 – The child will sort, seriate, classify and create patterns.

12-24 months 24-36 months 36-48 months

MA4.1c MA4.2c MA4.3c Copies patterns using sounds Recognizes simple patterns Identifies and duplicates or physical movements, with in the environment. simple, repeating patterns. adult prompting and guidance. Patterns teach children how things work A pattern is a set of objects in which all With one-year-olds, we can begin building together and allow them to predict what the members are related by a specific knowledge of patterns with everyday comes next. These skills, in turn, can help rule. Patterns teach children how things experiences. With adult modeling and children become problem-solvers. Exposing work together and allow them to predict guidance, one-year-olds can copy simple two-year-olds to patterns helps them begin what comes next. Three-year-olds are able patterns involving movement and rhythm. to recognize patterns in their environment. to identify patterns that they see in the environment. They can also begin to copy a simple ABAB pattern when modeled by an adult. These skills, in turn, can help children become problem solvers.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #92 MA4 – The child will sort, seriate, classify and create patterns.

12-24 months 24-36 months 36-48 months

Head, Shoulders, Knees and Toes! Walkabout Bead Patterns Sing the song “Head, Shoulders, Knees and Toes” Read National Geographic Little Kids Look and Provide colored beads and pipe cleaners. Use with the children, and encourage them to copy Learn: Patterns! by National Geographic Kids. bead pattern cards for the children to copy. your movements. Playing a CD is a great way to Talk about some of the patterns in the book. Find Purchase them or make your own by cutting get the children familiar with the words and the patterns in the classroom. For example, notice shapes from construction paper and gluing them tune, but also sing it with them without the CD. how the rug has red and blue blocks or that a shirt on strips made from fi le folders. Laminate them for This lets you slow down enough so that everyone in dramatic play area has stripes. MA4.2c durability. MA4.3c can copy your motions. MA4.1c The Stripes Galore Clap, Clap, Stomp, Stomp, Jump, Jump Bear Hunt Show the children pictures of animals with stripes, In large group, begin a clap/stomp movement Sing the song or read the book We’re Going On stripes on shirts, even stripes on straws. Go on pattern and encourage the children to join in. A Bear Hunt by Michael Rosen. Model motions a “stripe hunt” around the school, pointing out Add a third movement if the children are ready. for each verse in the song and encourage the stripes wherever you see them. Give the children Ask the children to think of movements such as children to copy you. Emphasize the repeating strips of masking tape in two diff erent colors, and jumping or patting their knees. You could also do refrain, “Going on a bear hunt, going on a bear encourage them to make some stripes on paper this with rhythm instruments. MA4.3c hunt.” MA4.1c or on a tray. MA4.2c Dot Patterns Clap, Clap, Clap, STOP Walk, Walk, Jump Provide painter dotters and strips of paper for the Sing this song by Ella Jenkins with the children. On the way to the playground have the children children. Create a simple repeating pattern on Encourage them to follow your motions. Start out follow a walking pattern. Tell the children, “Today the paper strip using a dotter to make small dots. by clapping: we are going to walk, walk, jump our way to the The child can use paint dotters in corresponding Clap and clap and clap and STOP! (On STOP, playground.” Once you get to the playground colors to make larger dots on top of yours that hold your hands up, palms facing forward.) gather the children in a circle and change the duplicate the pattern. MA4.3c Clap and clap and clap and STOP! pattern to hop, hop, twirl. MA4.2c Clap and clap and clap and STOP! Clap and clap and clap and STOP! Repeat with diff erent motions: Stomp and stomp and stomp and STOP! MA4.1c TEACHER TIP TEACHER TIP Once the children are aware of patterns they will Ask children who seem ready to copy a pattern begin to see them in everything, such as fabric or without using the dots. Or they can extend a fl oor tiles. Point out patterns as you notice them. pattern you have started. MA5 domain: cognitive development and general knowledge sub-domain: math #93 Strand: GEOMETRY AND SPATIAL THINKING Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA5 – The child will explore, recognize and describe spatial relationships between objects.

12-24 months 24-36 months 36-48 months

MA5.1a MA5.2a MA5.3a When modeled by an adult, Practices using directionality Follows simple directions which attempts to move objects in and appropriate vocabulary. demonstrates an understanding different directions, such as up, of directionality, order and Directionality is what helps children down, around or under. understand the space around them. It helps position of objects. them understand where things are in the One-year-olds learn about objects through environment and where their bodies are in Three-year-olds are experienced with manipulation and exploration. When relationship to other things. Two-year-olds directional awareness. Practicing with their presented with a new toy, one-year-olds will are learning this concept and some of the physical bodies is a way for them to learn the often try to figure out how to make it move vocabulary associated with directionality: concepts of top, bottom, in front of, or behind. but may need assistance from adults. They “My blankie is inside the cubby,” or “The If you demonstrate and name a right/left enjoy push toys and figuring out how to books go on top of that shelf.” movement, mirror child’s movements to make make them move in specific directions. sure they move in the correct direction.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #93 MA5 – The child will explore, recognize and describe spatial relationships between objects.

12-24 months 24-36 months 36-48 months

Inside/Outside Where’s Bunny? Position Simon Says Give each child a shoe box and a small block. Demonstrate directionality using a stuff ed animal Play “Simon Says” using positional words in your Demonstrate the concepts of inside and outside such as a bunny. Place it in various places in directions, such as “Simon Says put your hands with your shoe box and block. Call out positions, relation to a child such as next to, behind, or in behind your back,” or “Simon Says point your toe “Put your block inside the box,” and encourage front of. Say the words as you move the bunny. in front of you.” Most children are quite happy to the children to copy you. Ask them to tell you if “The bunny is next to Avery. Now, the bunny is play this game without the penalty of sitting down their block is inside or outside the box. MA5.1a behind Michael.” Then give the children stuff ed if they get it wrong, so just say “Simon Says” in toys and encourage them to put the animals in the front of every direction and have fun! MA5.3a Vroom! Vroom! position you call out. MA5.2a Provide the children with a variety of small, Obstacle Course wheeled toys. Place some empty cardboard Dancing with Bears Create a simple obstacle course on the playground. boxes on the fl oor with the vehicles, along with Play Greg & Steve’s “Dance with Your Teddy Bear” Demonstrate how to go down the slide, around wooden blocks for ramps. Show the children how in large group. Give the children stuff ed bears the monkey bars and beside the sandbox. Support to “drive” their cars, going up, down, around, under, or provide bear cutouts or counting bears. The the children by leading them in chanting directions inside. As they move the vehicles around, provide children dance with their teddy bears “way up that guide them through the course. MA5.3a directionality terms. “Your car is going up the high, way down low” and in lots of other positions. ramp,” or “Your car went inside the box.” MA5.1a MA5.2a Hula-Hoopla Place several hula-hoops on the fl oor. Give each Near and Far Spider on the Floor child a beanbag. Have the children listen for Play a game with a puppet to demonstrate near Sing Raffi ’s “There’s a Spider on the Floor” with directions and toss or place their beanbag inside and far. When you say, “near,” encourage the the children. Give each child a plastic spider ring the hula-hoop, beside the hoop, in front of it, next children to lean in toward the puppet; at the same so he/she can follow along with the song. “There’s to it, and so on. Direct the children to use their time, move the puppet toward the children so a spider on the fl oor, on the fl oor.” MA5.2a bodies. Say, “Stand inside the hula-hoop. Hop they are very close. When you say, “far” move the around the hula-hoop.” MA5.3a puppet back, and encourage the children to lean back as well. If you have space, have the children Table Top Block Talk walk toward the puppet and then back away as Using blocks, have the children copy as you model you alternate “near” and “far.” MA5.1a actions with verbal directions such as, “Place TEACHER TIP the red block on top of the green block. Put the Be sure to notice and call attention to directionality yellow block behind the blue block.” Challenge with the children. Say things such as, “I see the children by having them follow your directions Hunter standing in front of the block shelf,” or without modeling the actions for them. MA5.3a “Look, there is Ms. Angela next to the slide.” MA5 domain: cognitive development and general knowledge sub-domain: math #94 Strand: GEOMETRY AND SPATIAL THINKING Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA5 – The child will explore, recognize and describe spatial relationships between objects.

12-24 months 24-36 months 36-48 months

MA5.1b MA5.2b MA5.3b With prompting and guidance, With some adult guidance, Begins using more deliberate begins to slide, rotate and flip demonstrates increasing manipulation to fit objects objects to make them fit. ability to slide, rotate and flip together. objects to make them fit. As one-year-olds manipulate objects, they Three-year-olds can fit together objects with are developing hand-eye coordination, Two-year-olds begin to gain independence increasing difficulty. Those who have been which helps them learn how to slide, rotate when fitting objects such as simple exposed to puzzles and have developed the or flip an object so it will fit properly. In the puzzles together. With practice, they learn concept of manipulating an object to make it beginning, this is done mostly through trial to place an object or a piece of a puzzle fit correctly in its place are ready for puzzles and error. You may notice some children correctly where it fits. Once this concept has that are more complex. Modeling how to trying to force the object to fit. With adult been developed, they can complete determine if a piece of a puzzle or blocks guidance and modeling, toddlers begin to a simple puzzle with minimal assistance. will fit teaches children how to problem develop spatial awareness. solve and reduces frustration.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #94 MA5 – The child will explore, recognize and describe spatial relationships between objects.

12-24 months 24-36 months 36-48 months

Knob Puzzles Shape Fill Missing Halves Have a variety of simple, large knob puzzles for Provide the children with pattern blocks and Select simple pictures from magazines such as play and exploration available throughout the day. homemade pattern block cards. To make the animals, fruits, cars, houses or shapes. Cut them Begin with single, geometric-shaped the puzzles. cards, trace the shape of a pattern block in three in half and laminate them. Place one set of half Talk as the child manipulates the pieces. “It almost diff erent orientations, for example, a triangle pictures throughout the classroom. Keep the other fi ts. Can you turn it a little bit and then try again?” pointing up, down and to the side. You can put set of half pictures for the children. Demonstrate MA5.1b several shapes on one card. The children match the activity by having the children help you fi nd the the various shapes, turning them in diff erent missing half to one of the pictures. Once they make Clothespin Drop directions to make them fi t. Talk about the shapes the match and understand the activity, provide Provide the child with a clean, narrow-mouth by name with the children, saying, “Those are all each child with half of another picture and have container such as a water bottle or a milk jug, and triangles.” MA5.2b them search for the missing half. Assist them as a large quantity of non-spring, one-piece wooden needed. MA5.3b clothespins. Model how to turn the clothespin so Build It Again you can drop it into the opening. Encourage the Using LEGO®s or LEGO® DUPLO®s, fi t a number Waﬄ e Block Play children to “drop all the pins into the container.” of diff erent shapes and colors together to make Using big, 14"L x 2"W x 14"H waffl e blocks, have the Off er verbal assistance if a child is having a tower or other structure. Give the children children work in pairs. Give each child one block diffi culty.MA5.1b additional LEGO®s, and encourage them to make and help him/her solve how the blocks fi t together. a structure like yours. Another idea would be to To challenge the children, have them work in Fit It In take pictures of the children’s structures, print groups of three or four. Once that is accomplished, Create a shape box out of a shoe box by cutting them out and place them with the manipulatives challenge the children to create various 3-D shapes two geometrical holes in the lid. Provide an object to see if the children can “build it again.” MA5.2b or structures such as triangles, cubes or forts. to fi t into each hole such as a ball for the round MA5.3b hole and a block for the square hole. Get the Object Match child’s attention and place the objects into the Trace the outlines of several classroom items Lost Lids corresponding holes. Hand one of the objects to such as a book, scissors, a spoon, a block, a Provide the children with a variety of containers the child and show him/her which hole to put it in. marker, a hammer or a large button onto poster with lids. Remove the lids and have the children Assist if needed. Repeat with the other object. board and cover the poster board with clear match the lids to the correct container. MA5.3b After a time, see if he/she can do it independently. contact paper. Give all the children one of the MA5.1b actual items, and encourage them to match it to its outline on the board. The children may have to turn the objects around to make them fi t. MA5.2b MA6 domain: cognitive development and general knowledge sub-domain: math #95 Strand: GEOMETRY AND SPATIAL THINKING Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA6 – The child will explore, recognize and describe shapes and shape concepts.

12-24 months 24-36 months 36-48 months

MA6.1a MA6.2a MA6.3a Recognizes basic shapes and Recognizes and names Independently recognizes matches two identical shapes. two-dimensional shapes with basic two-dimensional shapes adult guidance. in the environment. Children learn about shapes to build the foundation for skills that will help them with As children develop, they begin to identify Recognizing shapes such as circles and reading, writing and math. Through active play simple shapes they see in the environment triangles builds on the skills that will help and exploration, one-year-olds can begin to with teacher guidance. Reinforcing shape three-year-olds recognize numbers and recognize basic shapes, such as circle, names through games and play builds the letters. When young children begin to read, square, rectangle and triangle. Recognizing foundation for shape knowledge. they often learn to recognize words by their shapes means that they should not be “shape.” As children develop, they compare expected to name or identify the shape, but shapes and understand how they are used. when the teacher provides the name, such as Shape knowledge helps them understand “Which is a circle?” the child can point to it. other signs and symbols.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #95 MA6 – The child will explore, recognize and describe shapes and shape concepts.

12-24 months

Shape Drop The Shape in My Hand Sticky Sticks Provide the children with several bowls that are Provide a variety of shape manipulatives and Tape a piece of clear contact paper to the table, labeled with shapes. Also, provide a variety of review the name of each one. Give each child a sticky side up. Place craft sticks across the top shapes glued to plastic bottle caps or lids. Have shape and then hide a shape in your hand. Say, of the paper in a variety of abstract shapes and the children pick a shape and drop it into the “I have a shape in my hand that is the same as confi gurations. Leave a space at the bottom for bowl that matches. For instance, a child may Billy’s shape. What shape is it?” The children call the children to work. Give them craft sticks and choose a circle and then drop the circle into the out the shape name, and you open your hand so encourage them to copy your shapes. MA6.3a bowl that is labeled with a circle. MA6.1a they can check their answers. MA6.2a Shape Bingo Find the Circle Create a Bingo board by using tangram shapes. Draw several large shapes on poster board or cut Be sure the shapes are the same size and color them from construction paper and glue them onto so it is easy for the children to match them. Give poster board. Give the children matching shapes each child a Bingo board and a handful of tangram cut from fun foam. Encourage them to match the shapes. Encourage the children to match the shapes. Sing to the tune of “Clementine”: shapes. MA6.3a Find the circle, ﬁ nd the circle, 36-48 months ﬁ nd the circle shape now. Shape Collage Put your circle on the circle. Read the book Mouse Shapes by Ellen Stoll Find the circle shape now. MA6.1a Walsh. In small group, provide the children Shape Hunt with shapes cut from diff erent colors of paper. Show the children a cutout shape and chant Encourage them to create things with their with them, “We’re going on a shape hunt. We’re shapes. Write their descriptions on their work: going on a shape hunt. Do you see a square? “This is a truck that brings ice cream.” MA6.3a 24-36 months Do you see a square?” As they walk around the classroom, help them notice things that Outdoor Shape Fun are square. Hold up the square shape and say, Cut giant shapes from cardboard and take them Shape Talk “Look at the block. It’s square,” or “I see a box in outside. Trace the shapes with sidewalk chalk. Ask families to bring in real and found objects from dramatic play. It’s a square.” Hold the cutout shape Give a child a cardboard shape to match to the home to use in a shape game. Talk with the children next to the object so the children can see that it shape on the sidewalk. Make comments such as, about the shapes they see. Match paper cutout matches. MA6.3a “You matched the triangles,” and “You matched the shapes to the real and found objects. For example, circles.” MA6.3a the children would match a bottle cap to a circle or a triangle to the logo on a cereal box. MA6.2a MA7 domain: cognitive development and general knowledge sub-domain: math #96 Strand: MATHEMATICAL REASONING Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA7 – The child will use mathematical problem solving, reasoning, estimation and communication.

12-24 months 24-36 months 36-48 months

NO MA7.2a MA7.3a INDICATOR When given two objects, makes Practices estimating using a guess about a characteristic. mathematical terms and numbers with adult guidance. Introducing the concept of estimation to two-year-olds involves helping them look at Adults can support three-year-olds’ objects and make comparisons. This helps knowledge of estimation by introducing develop vocabulary as they look at different the concept at this age. Three-year-olds attributes of objects and gets them to think have not developed rational counting so about objects or toys in different ways. estimation requires “guessing” how many objects might be in a container or how many steps until we get to the door. Use small, manageable numbers – under ten – to make this concept more understandable.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #96 MA7 – The child will use mathematical problem solving, reasoning, estimation and communication.

24-36 months

Which Rock? Quiet Loud Leap Frog Ask the children to fi nd rocks and place them in Read the book Quiet Loud by Leslie Patricelli. Tape a starting line and a fi nish line on the fl oor a bucket. Pick up two rocks at a time and hold As you read, call attention to the sounds that are with masking tape. Be sure the distance between them up for the children to see. Ask the children, quiet and the sounds that are loud. Say, “sniffl es the lines is no longer than fi ve hops. Ask the “Which rock do you think is heavier? How can we can be quiet but sneezes can be loud,” and have children to estimate how many frog leaps it will fi nd out?” Encourage the children to pick up the the children practice quiet and loud sounds as take for them to jump past the fi nish line. Count rocks and feel the weight. Put them on a balance you read. MA7.2a the jumps and compare to the estimates. MA7.3a scale and compare them. A similar activity would be to use picture cards and ask about diff erent Balancing Scales attributes. The teacher may hold up a picture Set empty balancing scales in front of the children. of ice cream and a picture of the sun and ask, Ask the children how many bears or blocks it will “Which item is colder?” MA7.2a take to make the right side drop. Encourage the children to make estimates, then add bears to Scoop and Guess the right side until it drops. Be sure to count the Put Unifi x® cubes or counting bears in a bowl. bears as you place them on the scale. Now ask Use a large spoon to dip into the bowl and scoop 36-48 months how many bears it will take to make the right side out some bears or cubes and place them on a come back up. Again, have the children make plate. Scoop out the cubes or bears again, trying estimates. Add bears to the left side of the scale, to scoop less this time, and put them on another and be sure you are counting out loud for each plate. Have the children look at the piles and Estimation Jars bear added. Ask, “How many bears will I need to guess which pile has more. Then count the sets Place several small items such as bottle caps in take off the right side to make the left side drop?” of cubes to discover which has more. MA7.2a a jar. This will be your mystery jar. Using the same Continue to provide estimating practice. MA7.3a item, provide an opportunity for the children to Which Is Longer? watch you place 10 bottle caps in a matching Show the children two items, a scarf and a table, jar. Count aloud and make sure the number is for example, and ask them to guess which is more or less than the amount in the mystery jar. longer. Lay the scarf on the table to compare. Do Encourage the children to compare the number this with other items in the classroom. Compare of caps in both jars and estimate how many caps TEACHER TIP the length of a pencil to a marker, or a ruler to are in the mystery jar. Remind them there are 10 To help the children make more accurate estimates, a book. Show the children how to lay them side in the second jar. Change the number of items in have them compare the items they are estimating by side and compare them to check their guess. the counting jar and continue to encourage the to a benchmark. Show them fi ve or 10 items so MA7.2a children to compare and estimate the amount in they can compare the unknown amount to that the mystery jar. MA7.3a quantity. MA7 domain: cognitive development and general knowledge sub-domain: math #97 Strand: MATHEMATICAL REASONING Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA7 – The child will use mathematical problem solving, reasoning, estimation and communication.

12-24 months 24-36 months 36-48 months

NO NO MA7.3b INDICATOR INDICATOR Shows interest in solving mathematical problems.

Three-year-olds are very curious and like to ask questions about mathematical problems that occur in their everyday environment. “Is it almost time to go home?” “Is my birthday party next week?” With guidance in a classroom environment that supports asking questions, preschoolers can begin to solve simple mathematical problems in concrete ways and offer basic explanations for their solutions.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #97 MA7 – The child will use mathematical problem solving, reasoning, estimation and communication.

36-48 months

Set the Table Where Do I Belong? Attendance Check Give the children plates, cups, spoons and Ensure the classroom environment has materials Have pictures of each child’s face copied and napkins to set the table for a pretend lunch. Give in organized and labeled spots. Use photos of glued to a tag board with a magnet on the back. them fewer of some of the items than others. the items in the room, and label the shelves with Have one pie tin labeled “I’m here” and one pie As they work to set each place, ask questions those pictures, using contact paper. This will help tin labeled “I’m at home.” Attach both pie tins to about what they are doing: “Do you have enough identify where items belong in the classroom. the bulletin board. At the beginning of each day, spoons for everyone? How will you know how Throughout the day, provide opportunities for have the children gather as a large group. Ask many cups to put out?” MA7.3b the children to return materials to the labeled the children to assist you in moving their pictures spots. Encourage the children to discover to the correct pie tin. Ask concept questions such Pattern Problems for themselves where the materials belong. as, “Are more here? Are more at home? Who is Begin a pattern with two colors of counting bears. Encourage them to use the pictures throughout here? Who is not here?” MA7.3b Give the children additional counting bears of the room to fi nd where the materials belong. the same two colors and ask them to extend the MA7.3b Hopscotch pattern. Ask them to explain how they extended Provide an opportunity for the children to work the pattern. MA7.3b Six Sticks with you to create a variation of hopscotch. Read Six Sticks by Molly Coxe. Give each child Decide what shapes to draw the spaces and how Family Graphs a construction paper mat and six narrow craft sticks to lay them out. Create rules about taking turns Have the children create a picture that shows and encourage him/her to create something using and points, and play together. MA7.3b the number of people in their families. Create a all six sticks. Encourage the children to talk with graph with numbers zero to 10 listed across the each other about what they are doing. Compare bottom (you may not need to go up to 10). Have creations when everyone is fi nished. MA7.3b the children place a dot, sticker or check mark above the number of family members they drew in their picture. Ask the children who has the most people in their family. Encourage the children TEACHER TIP to discuss which family has more, fewer and an Avoid doing too much and limiting the children’s equal number of members. MA7.3b TEACHER TIP opportunity to solve mathematical problems by Give the children classroom jobs to encourage using prompts and hints. When a child struggles, them to be responsible for passing out materials give a general prompt or hint such as, “What do or snacks. Ask the children questions such as, you think you could do?” or “What did you do the “Do we have enough plates?” Activities like this last time you fi gured out how many spoons we provides opportunities to build problem-solving needed at snack time?” These simple prompts can skills. motivate children to identify their own solutions. MA7 domain: cognitive development and general knowledge sub-domain: math #98 Strand: MATHEMATICAL REASONING Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: MA7 – The child will use mathematical problem solving, reasoning, estimation and communication.

12-24 months 24-36 months 36-48 months

NO NO MA7.3c INDICATOR INDICATOR Uses emerging reasoning skills to determine a solution to a mathematical problem.

Helping children learn to solve problems and demonstrate how they came up with an answer are fundamental to learning mathematics. Three-year-olds are just beginning to explain answers during math activities. Ask “How do you know?” This takes practice as this is a new concept for most children.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #98 MA7 – The child will use mathematical problem solving, reasoning, estimation and communication.

36-48 months

Block Center Sorting Monkey Business Sensory Solutions Place a collection of wooden blocks on a tray, Share the story or rhyme “Five Little Monkeys Set up a sensory table in the classroom with and ask the children to put them in groups that go Jumping on the Bed” using the fl annel board. various materials to dig, scoop and pour, as together. After they have grouped the blocks, Retell the story again but pause throughout the well as various containers, some with large ask the children to tell you why the blocks make story to ask questions. For example, say, “Five openings and some with small openings. While a group. Be open to their explanations. MA7.3c little monkeys were jumping on the bed, one fell the children are engaged, be sure to prompt off and bumped his head. How many monkeys thought processes by asking questions such as: Nesting Boxes were left jumping on the bed?” Do this several “How many scoops do you think it will take to fi ll Have three to fi ve boxes from smaller to larger times, then have the children answer and act the small bucket? Which bucket is bigger? What that will easily nest within one another. Encourage out some simple number stories based on the can we use to fi ll a bucket the fastest? Which the children to discover how to nest the boxes book story. Make some monkey headbands by container do you think will pour faster? Which until all boxes fi t inside the largest box. MA7.3c attaching ears to a cardboard strip taped in a container holds more? Which container holds Stacking Lids circle. MA7.3c less?” MA7.3c Provide a collection of plastic lids in a variety of How Many Ways…? sizes and colors. Challenge the children to stack Provide a collection of pattern blocks for the them as tall as they can using as many lids as children and pose questions such as, “How they can. Encourage them to try many possible many ways can you make a bird using only fi ve solutions. Of course, stacking them in order from pattern blocks?” or “Show me how you can make largest to smallest makes the most stable tower, three star patterns with your pattern blocks.” but be prepared for some creative thinking as the Encourage the children to share ideas and work children try to solve this problem. MA7.3c with each other. MA7.3c Sorting the Laundry Have the children sort the laundry using donated clothing items. Have the children tell you how they sorted the laundry. MA7.3c TEACHER TIP Search garage sales for traditional construction toys such as Lincoln Logs® and Tinker Toys® for TEACHER TIP the children to use to construct houses, barns, Model open-mindedness and creative thinking. skyscrapers, castles or garages. Encourage the Demonstrate that there may be more than one children to share their strategies with each other. way to do things or to solve problems. SS1 domain: cognitive development and general knowledge sub-domain: social studies #99 Strand: FAMILY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SS1 – The child will demonstrate an understanding of his/her family and an emerging awareness of his/her own culture and ethnicity.

12-24 months 24-36 months 36-48 months

SS1.1a SS1.2a SS1.3a Uses simple words to Uses words to identify his/her Identifies self in relationship show recognition of immediate family members. Knows own to his/her family unit. family members. first and last name. Children at three years old begin to see As language skills develop, children In addition to the personal labels a two-year- the ways they are connected to others in show their recognition of family by old uses for family members (Mommy, Nana), their home and family. They are beginning learning and using simple word labels children learn general terms for family to understand the concept of siblings and for family members. members (mother, grandmother). They also extended family, such as aunts, uncles, recognize and can repeat their own names. cousins and grandparents.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #99 SS1 – The child will demonstrate an understanding of his/her family and an emerging awareness of his/her own culture and ethnicity.

12-24 months

My Family Family Photo Book Family Art Have families bring in an assortment of family Create a book of family photos. Have the children Give each child a sheet of construction paper and photos. Point to specifi c family members in show their families and name the people in the a variety of markers and crayons. Have them draw the photos and have the children identify the photos. Hold up the family photos for a small self-portraits. Then have them draw their family family member. Talk to the children about their group. Have the children verbally acknowledge around them. Next, let each child describe his/her relationships to each family member. SS1.1a their family in the correct photo. SS1.2a picture, pointing out each family member and the relationship to him/herself. SS1.3a The Family Book This Is My Family Read The Family Book by Todd Parr. Ask the Read This Is My Family by Mercer Mayer. Talk children simple questions about the book. Talk about how family members can be diff erent about the diff erences between families portrayed from one another yet special in their own way. in the book. Let the children touch and explore Emphasize that whatever the structure, families TEACHER TIP the pictures in the book. SS1.1a love each other. SS1.2a Off er a variety of sizes of colored pencils and Hello Time Family Match crayons. Some of the children will use fat At departure time, assist the child in greeting the Ask family members to provide photos or take crayons, while others are ready to use slimmer family member using simple words and phrases, one with their child during greeting/departure. pencils and crayons. such as “Hi, Mommy!” or “Hi, Grandma!” SS1.1a Create picture matching cards, including one family member and one child. Have the children match the cards. SS1.2a Playing Family 24-36 months In the dramatic play area, encourage the children to take on the roles of family members. They can 36-48 months set the table or take care of a pretend baby sister That’s Me or brother. They can also pretend to get ready Have all the children stand in a circle. State a child’s for work as they have seen a family member do. fi rst and last name to the group. When the child Family Careers Comment on what they are doing and how that hears his/her name, the child should sit down. Read Career Day by Anne Rockwell. Have the task is helpful. Say, “You’re stirring the soup so the You can repeat the activity, but this time when children identify family members that may have family can have dinner.” SS1.3a they hear their name, they will stand or jump up. the same jobs as in the story or diff erent jobs. SS1.2a Discuss the roles of their family members, such as how they do jobs to help the family. SS1.3a SS1 domain: cognitive development and general knowledge sub-domain: social studies #100 Strand: FAMILY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SS1 – The child will demonstrate an understanding of his/her family and an emerging awareness of his/her own culture and ethnicity.

12-24 months 24-36 months 36-48 months

SS1.1b SS1.2b SS1.3b Begins to gesture and ask Uses simple phrases Identifies similarities simple questions regarding to demonstrate an emerging and differences between differences and/or similarities awareness of differences self and others. between self and others. and/or similarities between Three-year-olds can not only recognize self and others. As children develop, they begin to individual characteristics, but also name what compare the people in their surroundings. is the same and what is different between Two-year-olds use more specific language themselves and others when asked. One-year-olds notice and attempt to point to note how others are the same as or out differences, especially physical ones, different than themselves. in their own ways.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #100 SS1 – The child will demonstrate an understanding of his/her family and an emerging awareness of his/her own culture and ethnicity.

12-24 months 24-36 months 36-48 months

I Like Me Mirror Mirror Just Like Me Read the book I Like Me by Nancy L. Carlson. Use a full-length mirror and have a height chart Ask if certain traits are alike or not such as the Provide each child a small hand-held mirror so that next to it. Have the children stand in front of the same hair color, same shoes, same color shirt, they can watch their own image in the mirror as mirror one at a time. Recite the chant: or having a big brother. Pick a child to stand up you read the book. If appropriate, have the children Mirror, mirror on the wall, and then say, “Kimmie has brown hair. Stand up if point to their image in the mirror each time you Look at Andrea. She’s this tall! you have brown hair like Kimmie,” or “Jon has on read the word “me” in the story. SS1.1b Point so the child can see how tall he/she is in VELCRO® shoes today. Stand up if you have on the mirror. Transfer this to the height chart so the VELCRO® shoes like Jon does today.” SS1.3b children can compare how tall they are. SS1.2b Hands and Fingers I Am Special Have the children trace one hand on a piece of BRIGHT IDEA Sing “I Am Special” with the children to the tune of paper. Provide stamp pads and have them stamp For the child that has diffi culty holding a mirror, “Are You Sleeping?”: their fi ngerprints on the corresponding fi nger on position him/her so he/she is sitting in front of a I am special. I am special. their drawn hand. Discuss with the children how mirror. Encourage him/her to look at the mirror as If you look, you will see. everyone’s fi ngerprints are diff erent. SS1.3b you read the book. Someone very special. Someone very special. Fishing for Friends That is me. That is me. SS1.2b Cut out pictures of the children and attach a paper clip to each picture. Give the children a wooden Placemat Labels fi shing rod with a magnet attached to the end. Create a placemat with each child’s picture. Before Have them fi sh for a friend and tell how they are Whose Toes are Those? meals, have the children fi nd their placemats to alike and how they are diff erent. SS1.3b Read the book Whose Toes are Those? by Jabari put at their spot at the table. SS1.2b Asim. Have the children take off their shoes and Graphing Siblings socks and observe each other’s toes as you read Have the children identify which category they the book. Sing the following song to the tune of belong in: having sister(s) only, brother(s) only or “Are You Sleeping?”: sister(s) and brother(s). Graph the results. SS1.3a Here are my toes. There are your toes. Wiggle them around. Tap them on the ground. My toes and your toes. My toes and your toes. TRANSITION TIP Wiggle all around. Wiggle all around. SS1.1b Call children for routine tasks such as washing hands and putting on coats based on their hair length, eye color, hair color or gender. SS2 domain: cognitive development and general knowledge sub-domain: social studies #101 Strand: PEOPLE AND COMMUNITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SS2 – The child will demonstrate an understanding of his/her community and an emerging awareness of others’ cultures and ethnicities.

12-24 months 24-36 months 36-48 months

SS2.1a SS2.2a SS2.3a Demonstrates understanding Recognizes and Remembers rules of of simple rules. follows simple rules of the the classroom community classroom community. and displays appropriate One-year-olds are beginning to understand social behavior. very simple rules although they may not Two-year-olds are becoming more aware follow them. They learn best if teachers of the rules expected of them in a classroom Three-year-olds are more verbal use simple words and state what they but still may not follow them consistently. want them to do. and can communicate better with others. Teachers should have no more than two to They can remember classroom rules and three rules and use concrete terms, such as will tell if someone is not following them. “Walking feet” versus abstract terms This tattling shows that the child such as “Be nice.” understands the rules and notices when someone is not following them.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #101 SS2 – The child will demonstrate an understanding of his/her community and an emerging awareness of others’ cultures and ethnicities.

12-24 months 24-36 months 36-48 months

Sharing Time This is the Way If You Can Hear Me Read Sharing Time by Elizabeth Verdick. As you Create a song to the tune of “The Mulberry Bush” Use a simple song to get the children’s attention read the simple text, point out the rules you have about your classroom rules such as: throughout the day. Sing to the tune of “London in the classroom, such as taking turns. SS2.1a This is the way we walk inside, Bridge”: walk inside, walk inside, If you can hear me, raise your hand, Look What I Can Do This is the way we walk inside raise your hand, raise your hand. Have the children gather in a circle. One at a when we’re in our classroom. If you can hear me, raise your hand, time, each child goes to the middle and does an Continue with other classroom rules. SS2.2a you are ready to listen. action for the others to follow such as clap, jump You can change up the movement you have the or hop. Add a chant, “Everybody do it, do it, do it. When/Then children do, such as touch your head, rub your Everybody do it, just like me.” SS2.1a Review the classroom rules using very simple belly or pat your knees. SS2.3a when/then statements such as, “When we pick From Head to Toe up all of our toys, then we can go outside.” Use Three Simple Rules Read the book From Head to Toe by Eric gestures and give prompts. SS2.2a Use a visual cutout of a boy or girl and post three Carle. Have the children follow along with the simple rules with visual cues for large group time, movements in the book, encouraging them to These Are My Hands such as eyes watching, hands still and listening listen and watch as you demonstrate. SS2.1a Recite the following while making the suggested ears. Use sticky notes with arrows to position the gestures. Have the children hold their hands up in rule in the right area of your cutout person. SS2.3a front of themselves with palms out and say: These are my hands and they belong to me. Yes/No Chart (Tap chest with hands). Create a chart of situations related to familiar And I’m going to keep them just on me. rules and expectations of the classroom. Have (Tap chest with hands, then place hands in lap the children tell you if they go under “Yes, it is OK or to the side.) SS2.2a to do,” or “No, it is not OK to do.” The chart can include leaving your coat on the fl oor, painting on the table or putting books back on the shelf. As you discuss these situations, have the children BRIGHT IDEA explain why they selected Yes or No. SS2.3a TEACHER TIP Encourage children who have diffi culty attending to Create a picture chart of two to three simple class the classroom rules as you review them to hold large rules. State rules in the positive, for example, pictures representing the rules. Provide additional “Walking Feet” instead of “No Running” and support by encouraging the children to act out the “Gentle Hands,” instead of “No Hitting.” rule they are holding as you review it. SS2 domain: cognitive development and general knowledge sub-domain: social studies #102 Strand: PEOPLE AND COMMUNITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SS2 – The child will demonstrate an understanding of his/her community and an emerging awareness of others’ cultures and ethnicities.

12-24 months 24-36 months 36-48 months

SS2.1b SS2.2b SS2.3b Observes cultural Identifies traditions Explains traditions and celebrations. and cultural celebrations cultural celebrations of of his/her own family. his/her own family. One-year-olds are aware of cultural events and celebrations, such as birthdays, and Two-year-olds have a more personal Three-year-olds understand and can explain can participate on a simple level. view of traditions and celebrations. They are their own family traditions and celebrations. becoming aware of what their families do They can convey details such as clothes that during family gatherings and events. They are worn or special foods that are eaten. will say things like, “We go to Grandma’s to have a birthday.”

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #102 SS2 – The child will demonstrate an understanding of his/her community and an emerging awareness of others’ cultures and ethnicities.

12-24 months 24-36 months 36-48 months

Fly Kites Family Sharing Birthday Calendar Have the children color a brown paper bag and Invite the families of the children to come in to Use a simple calendar to record the children’s use yarn to make a kite. You can add streamers speak with the class or have them send in photos birthdays. Then create a chart showing which or ribbon, if desired. Take the kites outside to fl y. or items that represent their family. Let each child day of the week each child was born. Have the Explain that many children fl y kites to celebrate tell why their family is special. SS2.2b children tell who helps them celebrate their special days. SS2.1b birthday. SS2.3b Greetings Birthday Party Play the song “Greetings in Many Languages” by Holiday Pictures Set up a pretend birthday party with streamers, Ella Jenkins, and have the children repeat some Have the children draw pictures of how they decorations and a pretend cake. Play upbeat of the greetings in the song. SS2.2b celebrate various special days, such as birthdays music and encourage the children to role play and holidays, such as Halloween, Thanksgiving having a party. SS2.1b Chinese New Year or Christmas. Once completed, have the children Add paper lanterns, fortune cookies and pretend label and explain their drawings. SS2.3b It’s a Wrap rice to the dramatic play area for the children to Cut squares from holiday paper for the children explore. Have them paint on paper and fold it into Holiday Drama to draw or paint on or decorate with collage fans for the children to use. SS2.2b Read the book Llama Llama Holiday Drama materials. Include a variety of paper for the by Anna Dewdney. Have a discussion with the children to choose from. After the wrapping Family Reunion children about what they do with their families paper dries, encourage the children to wrap Read The Berenstain Bears’ Family Reunion by during the holidays, such as bake cookies, shop, blocks or boxes using the wrapping paper Stan and Jan Berenstain. Have the children draw wrap gifts or visit family. Provide a visual for the and tape. SS2.1b a picture and decide who would come to their children by creating a chart to show how families house for a family gathering. SS2.2b celebrate in diff erent ways. SS2.3b Cultural Cookbook Encourage the children to tell about a favorite food they help their family prepare at home. Write down the steps as they describe the process. Provide an opportunity for the children to draw BRIGHT IDEA pictures of the foods. Bind the recipes and TEACHER TIP For the children who need more concrete visual pictures into a classroom cookbook. SS2.3b Use the holiday paper the children decorated support, provide pictures of their family to to wrap a special gift that the child made for reference as you ask who would come to their a family member. house. SS2 domain: cognitive development and general knowledge sub-domain: social studies #103 Strand: PEOPLE AND COMMUNITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SS2 – The child will demonstrate an understanding of his/her community and an emerging awareness of others’ cultures and ethnicities.

12-24 months 24-36 months 36-48 months

NO NO SS2.3c INDICATOR INDICATOR Asks simple questions about others’ cultures.

Three-year-olds are aware of ethnic and cultural differences. They notice similarities and differences in physical appearance as well as in things such as dress or hairstyle. They ask questions to help them understand and process these differences.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #103 SS2 – The child will demonstrate an understanding of his/her community and an emerging awareness of others’ cultures and ethnicities.

36-48 months

Around the World with Music Shades of People The History of My Name Provide a variety of multicultural instruments Read the book Shades of People by Shelley Encourage parents to share with you the history for the children to play. Use the song “Play Your Rotner. Have the children compare their skin of their child’s name. Share the stories with the Instruments” by Ella Jenkins. Have the children color to their friends’ skin color and talk about children and provide an opportunity for them to match the sound of their instrument to the diff erent characteristics. You can include this in ask questions of each other. SS2.3c instruments in the song. Talk about music in other your discussion of where the children’s families cultures and instruments that diff erent cultures originated. SS2.3c use. SS2.3c Cultural Clothing Encourage children to bring clothing from their TEACHER TIP culture to school. Provide an opportunity for other Celebrate the diversity of the children in your children to ask questions about the clothing. classroom. Here are some ideas: BRIGHT IDEA Encourage the child to demonstrate how the clothing is worn and explain its signifi cance. SS2.3c Add multicultural books about celebrations around For the children who have diffi culty grasping, the world to your classroom. Contact your local off er alternate instruments, such as a wristband Family Tree Craft library to check out books. of bells or a simple drum. Send a preprinted family tree home with the Extend the family sharing activity into a multicultural children. Encourage family members to help the party where children can eat foods from diff erent children fi ll out the names of grandparents, cultures. great-grandparents and so on as well as their places of birth. The children can then share these Add multicultural pictures of people and Snack Time with the class. SS2.3c celebrations to classroom displays. Use the Off er a snack to the children that is typical of a Internet and old magazines to get pictures. diff erent culture. You may include hummus and Add multicultural props, costumes and other pita chips or tortillas with cheese. You could also items to the dramatic play area. include unusual fruit, such as papaya, guava or pomegranate. Discuss with the children where During the month of December, invite family these foods come from, the culture of these members to visit the class to discuss their holiday locations and how the foods are used there. TEACHER TIP traditions. Ask them to bring in photos and items SS2.3c Obtain skin-tone paint chart samples from a local that represent the celebrations. paint store and have the children hold these up to their own skin. Have them express the paint name for their skin color. SS3 domain: cognitive development and general knowledge sub-domain: social studies #104 Strand: PEOPLE AND COMMUNITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SS3 – The child will demonstrate awareness of the geography in his/her community.

12-24 months 24-36 months 36-48 months

SS3.1a SS3.2a SS3.3a Recognizes people and objects Places people and objects Identifies locations of have an appropriate location. in the appropriate place people and objects. with assistance. One-year-olds begin to understand Three-year-olds are beginning to certain objects belong in specific locations. As two-year-olds develop, they not only understand the concept of location, which They recognize familiar people and recognize that objects or people have a begins the foundation for geographic show preferences for teachers. specific location, they are also beginning thinking. They can identify and describe to be able to place them in the appropriate location using simple positional words such place with teacher assistance. as “The books go on the bookshelf.”

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #104 SS3 – The child will demonstrate awareness of the geography in his/her community.

12-24 months 24-36 months 36-48 months

Putting Things Away Cleanup Binoculars Where Does This Go? Provide containers labeled with large photographs Have a pair of binoculars for a helper to use. Pick Have a basket of items from around the room. or with a real item, such as a LEGO® DUPLO® a couple of areas and have the helper zoom in to Let one child choose an item and hold it up and block. As the children are cleaning up, point out make sure everything has been put back in the sing, “Where does the block go, block go, block the labels and assist them in fi nding the right right place. SS3.2a go? Where does the block go in our room?” place for toys to be put away. SS3.1a The children answer, “On the block shelf.” Now Community Helpers everyone sings, “Put it on the block shelf, block Good Morning to You Use picture match cards of community helpers and shelf, block shelf. Put it on the block shelf in our Have a simple ritual for the children to put up their corresponding vehicles. Let the children match the room.” And the child puts it back. SS3.3a belongings as they enter the classroom. Assist community helper to the correct vehicle. SS3.2a the children with putting their bags and jackets in Around Our School their cubbies. SS3.1a What Belongs in Our Room Have the children identify where the offi ce, the Have pictures on a ring. Include pictures of items kitchen and the playground are located. Help Who Is This? found in the classroom as well as pictures of items them by asking directional questions such as, Have pictures of diff erent people familiar to the that don’t belong. As you fl ip through the pictures “Is the kitchen on the hall with the offi ce or next children such as the director, other teachers or the ask the question, “Does this belong in our class?” to Miss Betty’s room?” SS3.3a cook on a poster in the classroom. Review with SS3.2a the children who each person is. Say, “This is Catch Me If You Can Ms. Kim. She helps prepare our lunch.” SS3.1a Cleanup Caddy Read “The Gingerbread Man.” In advance, prepare Have small caddies in the classroom. When the a letter from the gingerbread man giving clues to children pick up small items or blocks, they can people, locations and objects around the school. place them in the appropriate caddy. SS3.2a Read the story and pull out the note from the gingerbread man when fi nished. Follow the clues to locate these people and objects. SS3.3a Return Policy In advance, gather items from the diff erent centers, TEACHER TIP such as a block, doll or counting bear, and put Have photos of the adults in the classroom them in a box. Tell the children that someone has available for the children. When a teacher is mixed up the items and they need to be returned absent show the children his/her picture and to their proper places. Let the children take an say, “Mr./Ms. Lewis is not here today, but will item from the box and say where it goes, and then be back tomorrow.” return it. SS3.3a SS3 domain: cognitive development and general knowledge sub-domain: social studies #105 Strand: PEOPLE AND COMMUNITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SS3 – The child will demonstrate awareness of the geography in his/her community.

12-24 months 24-36 months 36-48 months

SS3.1b SS3.2b SS3.3b Recognizes aspects of Recognizes aspects of Identifies and describes some his/her classroom and home his/her community. aspects of his/her community. environment. Two-year-olds are able to recognize By three, children begin to notice details in As children grow, they experience more of places in the community where they have their community such as roads, buildings, their communities. They visit the grocery experiences. They may point to a picture of trees, gardens or bodies of water. They ask store or the park and many come to school. the school and say, “This our school.” questions about new things they see: “Why As they see different places, they develop a Or they may see a logo on a box of donuts is that bulldozer there?” They rely on seeing sense of the world around them. One-year- and say, “We go there after school.” certain things in their routines, such as olds are beginning to recognize familiar “We just passed the big dog house.” things in their communities. They can point out specific features such as Grandma’s house or a popular fast food restaurant.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #105 SS3 – The child will demonstrate awareness of the geography in his/her community.

12-24 months 24-36 months 36-48 months

Classroom Parade I Know My Community Sand Tray Map Take a small group on a walk around the center or Show the children pictures of diff erent community Tape pictures of school locations to blocks and school, and have them name diff erent classrooms landmarks, restaurants and other places commonly place them in a sand tray. Ask the children to use and people. Prompt them with questions. “Here’s visited. Have the children raise their hand or stand their fi ngers to draw a path from the classroom to an offi ce. Who is that sitting at her desk? Yes, it’s up when they recognize a place they have visited. the playground, for example. As they progress, Miss Jennifer!” SS3.1b SS3.2b have them draw a path from school to home. SS3.3b Adopt an Animal My House World Map Have a selection of soft toy animals in a basket. Have the children select the picture of their home Have fl annel pieces that include the globe and Let the children pick an animal to adopt for the out of a group of home photographs. Encourage cutouts of the seven continents. As the children day. Try to include animals similar to the pets the them to describe their home with at least one place the pieces on the globe introduce simple children might have at home. SS3.1b descriptor: “It’s big,” or “It has a black roof.” SS3.2b terms like, “land,” “ocean” and “world.” Bring in a real globe if one is available. SS3.3b Toast to Family Home or School Read the book, Toast to Family by Sandra Gross. Provide the children with pictures of items that Block City Give prompts and ask the children to tell you are found at home and those found at school. Take pictures of diff erent places in the community about who lives in their house. SS3.1b Have the children identify which items belong at and place these on a large shower curtain. Use school, which belong at home and which belong the shower curtain in the block area to inspire the Teacher Says in both places. SS3.2b children to build a city. SS3.3b Play “Teacher Says” with the children by giving them directions to go to places in the room. For Community Buildings example, Ms. Nancy says, “Walk or point to the Print logos from familiar stores in the area. Tape reading area.” Ms. Nancy says, “Walk or point to them onto some of the unit blocks. Have the where we eat our lunch.” SS3.1b children build the buildings such as Walmart, Dollar Tree or Kroger. SS3.3b Class Community Create a class book of familiar places in the community. Find logos and pictures in magazines or on the computer. Include restaurants the children likely eat at such as McDonald’s or Pizza Hut. Add places where the children shop such as Kroger or Walmart. Read the book to the children TEACHER TIP TEACHER TIP and encourage them to call out places they Add community helper books, block people and You can add pictures of the children to unit blocks recognize. Continue to add to the book. SS3.1b props to the classroom. and have them use those in their block city. SS4 domain: cognitive development and general knowledge sub-domain: social studies #106 Strand: PEOPLE AND COMMUNITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SS4 – The child will demonstrate an awareness of economics in his/her community.

12-24 months 24-36 months 36-48 months

SS4.1a SS4.2a SS4.3a Completes a task Completes jobs to contribute Completes jobs to contribute with assistance. to his/her community with to his/her community. adult guidance. One-year-olds are learning the routines Three-year-olds look forward to daily jobs of the classroom. They are eager to Two-year-olds have a better understanding in the classroom. They have a beginning complete tasks independently although of the classroom and are able to participate understanding of community and how they they often need help. in daily jobs that contribute to the can contribute. They are interested in being community of the classroom. helpful to both the teacher and their friends.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #106 SS4 – The child will demonstrate an awareness of economics in his/her community.

12-24 months 24-36 months

Caring for Our Pets Watering Plants Who Got the Toys Out? Have the children wash plastic animals in child- Designate a plant helper. Have the plant helper At the end of center time, use a call-and-response safe soapy water at the sensory table. Assist the assist you in watering the classroom plant on the chant to get the children’s attention and remind children in drying the pets and putting them back same day each week. Make two or three holes in them that it is cleanup time: in their homes. SS4.1a the lid of a plastic bottle. Fill the bottles about half Teacher: “Who got the toys out?” full and encourage the children to squirt water Children: “We got the toys out.” Hand Washing Fun onto the plants. If you have more than one plant, Teacher: “Who is going to clean them up?” While the children wash their hands, sing a song two children can help water weekly. SS4.2a Children: “We are going to clean them up.” with them to the tune of “Frère Jacques”: Teacher: “Hoo-ray!” Children: “Hoo-ray!” SS4.3a Top and bottom, Sweep It Up top and bottom, Use masking tape to make a square on the tile Grocery Store Jobs in between, fl oor. Have the children use small brooms and Create a grocery store in the dramatic play area. in between. sweep all the dirt into the square. Then assist Talk to the children about the diff erent jobs that Rub them all together, them by holding the dustpan and sweeping the are required to run a grocery store. Make labels rub them all together. dirt up. Children can often sweep small bits into on necklaces that the children can choose when Squeaky clean, the dustpan themselves if you give them a whisk they arrive to “work.” The cashier is a very popular squeaky clean. SS4.1a broom and dustpan. SS4.2a job and so are the clerk and the cart chief. You can also make “customer” a job. SS4.3a Home Jobs Have the children discuss what types of jobs they BRIGHT IDEA 36-48 months do around their home. They might help set the Provide a visual chart for the children to see the table, pick up their toys or make their beds. Create steps involved in washing hands. Hang this close a predictable book using the child’s name and their to the sink used most often. job. Aiden’s job is to pick up toys. SS4.3a Daily Jobs Assign jobs to the children to complete throughout the day. Think of humorous names for typical classroom jobs, such as mess preventer Cleanup Time (napkin helper), power controller (turn out the TEACHER TIP After mealtime or a messy activity, give the lights) or drum major (line leader). Come up with As you introduce the children to the concept of children a wet sponge or washcloth to help wipe an impartial rotation system to ensure each child recycling, add a recycling bin to the classroom the tables and chairs. SS4.1a gets an opportunity to be a helper. SS4.3a for scrap paper. SS4 domain: cognitive development and general knowledge sub-domain: social studies #107 Strand: PEOPLE AND COMMUNITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SS4 – The child will demonstrate an awareness of economics in his/her community.

12-24 months 24-36 months 36-48 months

SS4.1b SS4.2b SS4.3b Recognizes that familiar people Recognizes occupations. Recognizes a variety perform different occupations. of occupations and work Two-year-olds are beginning to recognize associated with him/her. One-year-olds can begin to connect that people have different occupations. They commonly identify different community familiar people to the jobs they perform. Three-year-olds recognize many different They may show interest in “work” items workers by the uniform that is worn or the equipment that is used. occupations. They often use dramatic play such as a computer or a tool belt, or in to act out a variety of roles. They are able to clothing worn by different workers. talk about the different tools or equipment associated with a variety of occupations.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #107 SS4 – The child will demonstrate an awareness of economics in his/her community.

12-24 months 24-36 months

Helper Pictures Tracing Tools Work Collage Show photos of diff erent community helpers. Have the children trace tools from familiar Let the children create collages using magazines. Describe the job each person does. Include occupations. Use things such as a screwdriver, Cut out pictures of people doing various jobs and pictures of family members at their jobs. SS4.1b paintbrush, key, credit card or toothbrush. As they glue them onto construction paper. Challenge the trace, discuss who uses each tool. SS4.2b children to identify some of the jobs they cut out I Can Cook and label these on their collage. SS4.3b Provide small pots, utensils and aprons for the Model Mouth children to use to pretend to cook. At mealtime, Read The Tooth Book by Dr. Seuss. Discuss talk to the children about how the meal was the job a dentist does. Cut an egg carton into cooked, such as on the stove or in the oven. Invite individual cups and glue them on poster board the school cook to visit the classroom and bring to resemble a set of teeth. Have the children BRIGHT IDEA a few of his/her pots and utensils. Talk about how use pipe cleaners for dental fl oss and a large For the children who have diffi culty squeezing they are the same or diff erent from the ones the toothbrush to practice good dental habits. SS4.2b glue bottles, place glue in a cup and encourage children might see at home. SS4.1b them to “paint” the glue with a paintbrush. Trucks, Trucks Add a variety of trucks to the sand table, such as dump trucks, bulldozers, delivery trucks or steam TEACHER TIP rollers. Have the children talk about all the diff erent Invite a dental hygienist to come and talk with Doctor’s Visit jobs trucks can do and who uses the trucks. Give the children about caring for their teeth. Use a white tube sock as a pretend arm cast. Cut children accessories for the trucks to help illustrate the toe off the end so it leaves the fi ngers free. their role. For example, put rocks in the dump truck Show a real X-ray of a broken arm, and explain and pretend to drive them across an area and then that when we break a bone, the doctor has to dump them somewhere else. Pretend the steam 36-48 months use a cast to hold it in place. After the discussion, roller is creating roads. SS4.1b provide markers and let the children decorate the cast. Then add it to a doctor prop box in the dramatic play area. SS4.3b Community Helper Matching Have a matching game of community helpers Family Jobs and a prop associated with respective jobs. For Ask family members to come in and share what TEACHER TIP example, hard hat for a construction worker or their job is. They might wear their work uniform Show pictures of people in non-traditional roles, a play cash register for a store clerk. Have the and tell what things they do throughout the work like a female police offi cer or male ballet dancer. children match up the correct pictures. SS4.3b day. SS4.3b SS4 domain: cognitive development and general knowledge sub-domain: social studies #108 Strand: PEOPLE AND COMMUNITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SS4 – The child will demonstrate an awareness of economics in his/her community.

12-24 months 24-36 months 36-48 months

SS4.1c SS4.2c SS4.3c Understands concept of Recognizes relationship Recognizes that people trading with peers to between supply and demand. work to earn a living. exchange goods/toys. Supply and demand is one of the most basic Three-year-olds are beginning to One-year-olds can begin to understand the concepts when teaching social studies. understand that money is used to purchase concept of trading with peers, although it Supply is how much you have of something, goods. They hear mommy or daddy talking is very difficult. They do not understand for example, graham crackers. Demand is about leaving for work each day and begin ownership; they believe that everything how many people want the graham to correlate that working gives us money belongs to them. The closest they can get crackers. Two-year-olds struggle with this to buy food, toys, etc. to it is through turn-taking – my turn, your concept as they have difficulty turn. This should occur in a managed understanding that everything does not situation, closely monitored by the teacher. belong to them personally.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #108 SS4 – The child will demonstrate an awareness of economics in his/her community.

12-24 months 24-36 months 36-48 months

Trading Paint Snack Count Who Uses This? Put fi ngerpaint into small containers. Have the Have the children help pass out items for snack. Show diff erent items used for diff erent jobs such children trade and take turns using each color. You can lead a discussion about making sure as a rolling pin, a fi refi ghter’s hat and a hammer. Ask, “Do you want a diff erent color? Let’s trade everyone has the same amount and what will Ask the children what person would use that with Beatrice. She can have red and you can have happen if there are extras. SS4.2c particular item while working at their job. Then ask blue.” You may need to model this. Have some the children to tell you what job they would like to paint cups that you can trade. Say, “I will trade Tricycle Fun have when they grow up. SS4.3c with you, Anthony.” SS4.1c Count the tricycles with the children. Compare the number of tricycles to the number of children. Ask, Farmer’s Market Rubber Ducky Swap “What can we do when we have more children than Put prices on the fruit and vegetables in your Place several rubber ducks in a tub of water. Let tricycles?” Explain to the children that sometimes dramatic play area. Remember that young the children use large and small strainers to scoop we have to wait and take turns. Use a signal for the children are generally able to recognize numerals up the ducks. After a few minutes, have them trade children to know when it is time to change riders. to 10 or 20, so keep your prices low. A good way strainers with a friend. You can count the number of SS4.2c to write the price is simply with a dollar sign or ducks they pick up with the diff erent-sized strainers. a cents sign and a numeral such as $4. Provide SS4.1c baskets for the children to shop with and have a Trade or Share cash register for the farmer to use. SS4.3c Read the book Sharing Time by Elizabeth Verdick. BRIGHT IDEA What Can I Buy? Provide small toys for the children and have them For the child who has diffi culty riding a tricycle, Ask the children what they think they can buy for practice trading with a friend. Comment often on provide an alternate mode, such as a wagon. one dollar. Chart their answers, then look up actual what they are doing. “Thank you, Carlson, for trading prices and compare to their answers. SS4.3c with Meredith. You are taking turns.” Set up an area to be a store. Give the children tickets they can use to trade for a toy. When the children are done playing with a toy, encourage them to come and trade it for another one. SS4.1c The House that Jack Built Read This is the House that Jack Built by Simms Taback. Have the children think about what is TEACHER TIP needed to build a house. Chart their answers. As the children are learning to use money, be Ask them to think about where they could get the sure to keep the pricing system very simple materials. SS4.2c so it does not require a great deal of addition or counting. SS4 domain: cognitive development and general knowledge sub-domain: social studies #109 Strand: PEOPLE AND COMMUNITY Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SS4 – The child will demonstrate an awareness of economics in his/her community.

12-24 months 24-36 months 36-48 months

NO NO SS4.3d INDICATOR INDICATOR Explores the uses of technology.

Three-year-olds are exposed daily to a variety of technologies, both at home and at school. They model the ways they have seen their teachers and parents use technology to complete tasks or provide entertainment.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #109 SS4 – The child will demonstrate an awareness of economics in his/her community.

36-48 months

App Fun Walkie-Talkies TEACHER TIP If available, use an app, such as Preschool Animal Have the children use walkie-talkies around the When labeling the classroom, be sure to include Match, with a tablet. Have the children use their room during center time or on the playground technology related words such as digital camera, fi ngers or a stylus to explore the matching game during outside time. SS4.3d iPad, keyboard, monitor, mouse and printer. of animals. SS4.3d Digital Food Scale Future Techies Add a digital food scale to the dramatic play area Make various props available in the diff erent for the children to measure weight. SS4.3d center areas for the children to explore their uses. Include telephones, old cell phones, a keyboard TEACHER TIP and mouse, and a CD or MP3 player with music. When you think about technology, computers SS4.3d and smart phones probably come to mind. For TEACHER TIP young children, technology refers to using tools Watch Me Label the buttons on the computer mouse to help to develop fi ne and gross motor skills. Showing Video the children engaged in play throughout the children learn the diff erence between left and the children how to hold scissors, pour from the day. This could include outside time or right buttons. Colored dots, such as a red circle pitchers to cups, and move dry materials using dancing during large group. Download the video for right, will help children remember the diff erence. scoops will help build these skills. and have it playing for the children so they can watch themselves and dance along. SS4.3d Google Earth Use Google Earth to “pin” where each of the children live. Have them talk about things in the Class Slide Show neighborhood that are close to their house and Using your digital camera, encourage children “pin” these places as well. SS4.3d to take pictures of each other both indoors and outdoors. Use the pictures to create a slide show for your classroom computer or to show on a screen. Add to the fun by adding captions or children’s quotes describing what they were doing in the picture. SS4.3d TECH TIP If you have a smart board, use it to read a story or for a simple lesson such as matching shapes. SS5 domain: cognitive development and general knowledge sub-domain: social studies #110 Strand: HISTORY AND EVENTS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SS5 – The child will understand the passage of time and how events are related.

12-24 months 24-36 months 36-48 months

SS5.1a SS5.2a SS5.3a Adapts to changes in Recognizes sequence Recognizes and describes routine and/or schedule and of events. sequence of events. anticipates events. Two-year-olds become used to a regular Three-year-olds are able to recall the past One-year-olds are able to adapt to changes schedule and can anticipate what comes and make simple predictions about future in routine more readily than infants. They next. They understand more about the events, based on their experiences. They are can delay nap for a few minutes to enjoy “order” of their day (“after music time”) than beginning to acquire the vocabulary of time a new song or eat lunch outside instead specific times (“in the morning”). They know and begin to use words to describe when of in the classroom. They have confidence that they go outside before story time and things happen. These words will reflect past, in their teachers and rely on them to help that nap time happens after lunch. present and future but may not be accurate them manage these changes. representations of units of time. For example, a child may say, “Yesterday we went to Disney World” (meaning last summer).

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #110 SS5 – The child will understand the passage of time and how events are related.

12-24 months 36-48 months

What’s Coming Up? Goodnight Moon This and Then As you plan special events, talk with the children Read the familiar story Goodnight Moon by Review the schedule with the children. Ask the about what to expect. For example, if the fi re Margaret Wise Brown and have the children recall children to tell you what activities will take place truck is coming to visit, let the children know that the sequence of the story. Have pictures or props throughout the day based on the daily schedule, instead of outside time we will get to see the from the story on hand, letting them manipulate such as breakfast is eaten fi rst, large group comes fi re truck. Show pictures of the fi re truck and use those as you put the story in sequence. SS5.2a next and then outside time. SS5.3a a picture to replace that segment of the daily schedule. SS5.1a A Butterﬂ y Garden Recall Time Read The Very Hungry Caterpillar by Eric Carle After the children fi nish cleaning up in centers, Picnic Time and talk about how caterpillars become butterfl ies. ask them to recall some things they did. Be Plan for a day when the weather is nice and Purchase chrysalises from a store for the children specifi c. For example, ask them to bring an item lunch can be served outside. Have the children to observe how caterpillars become butterfl ies. to group that they played with during centers. help with setting up and cleaning up, just as they Once butterfl ies have hatched, encourage the Or ask them to name one child they played with would if they were eating inside. SS5.1a children to watch them for a few days before they during centers. You can also ask questions about are set free outside. SS5.2a other times in the day like what they did outside. Picture This SS5.3a Use a picture schedule on the wall for the Last Night children to follow events. To make it fun, use Ask the children simple questions about what How Did We…? pictures of the children and a clip or magnet that they did the night before. You can start with a Ask the children to recall the sequence of events moves to each segment of the day. SS5.1a question like, “What did you do when you left for an activity just completed, such as a dance, school yesterday?” As the children are able to an art activity or order of washing hands. Prompt recall, chart their answers. SS5.2a them by asking, “What did we do fi rst? Then what happened? How did we end?” SS5.3a 24-36 months Love You Forever Read the book Love You Forever by Robert Munsch and discuss the diff erent stages of Flip-Up Schedule growing up. SS5.3a Use a picture schedule and cover up all but the TEACHER TIP current segment. Talk with the children about Having a dry erase board close to the entrance what segment of the day you are in and what of the classroom is a great way to let the children comes next. Show them by fl ipping up the next know about upcoming events. A simple picture section. SS5.2a or drawing can be used to convey information. SC1 domain: cognitive development and general knowledge sub-domain: science #111 Strand: SCIENTIFIC SKILLS AND METHODS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SC1 – The child will demonstrate scientiﬁ c inquiry skills.

12-24 months 24-36 months 36-48 months

SC1.1a SC1.2a SC1.3a Observes and explores Uses senses to observe Uses senses to observe and the nature of sensory materials. and experience objects and experience objects environment with and environment. One-year-olds begin to realize that toys and adult guidance. objects can have multiple uses. They begin Three-year-olds enjoy exploring many to try different ways to manipulate objects. Two-year-olds become more independent different sensory materials. They have and begin to experiment with new toys or both the vocabulary and the experience to objects to find out what they do. communicate their preferences to teachers.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #111 SC1 – The child will demonstrate scientiﬁ c inquiry skills.

12-24 months 24-36 months 36-48 months

Basket Play Paint with Water Pillow Case Objects Provide baskets of various items shapes, colors and Provide brushes, dish sponges, bath poufs or Place an object in an empty pillow case and have sizes. Place items such as textured balls, scarves, feather dusters and buckets of water. Take the the children feel inside the case to guess the water bottle shakers and soft toddler blocks in items outside and encourage the children to object. Encourage them to use descriptive words separate baskets. Model how to pour out and explore “paint” a wall, sidewalk or tricycle trail. Talk about such as “hard,” “soft,” “furry” or “bumpy.” After the the items. Pique the children’s interest by chanting, how their water paint looks and help them notice children have guessed, show them the object. “A tisket, a tasket, what is in the basket?” As the when it dries up. SC1.2a Then comment, “You said it was soft, and look! It’s children pour the items on the fl oor, describe the a soft stuff ed bunny.” SC1.3a items you see. Have the children place items back Shells Galore in the basket and pour them out again. SC1.1a Read My Shell Book by Ellen Kirk. Provide a Fruity Taste Test variety of sea shells and have the children use Use a poster board to graph a taste test. Title the Texture Blocks magnifying glasses to examine the shells. Count graph “Do You Like the Taste?” and draw three Wrap some tissue boxes with colorful contact how many diff erent colors they see on a sea shell. columns. In the fi rst column, list a variety of fruits paper. Create texture blocks by securely gluing Provide play dough and encourage the children that the children will taste along with a picture of various textured fabrics onto the sides of the to make shell prints. Talk about where sea shells each one. Label the second column “Yes” and the wrapped boxes. Try corduroy, vinyl or velvet fabric. come from and the diff erent textures. Ask questions third “No.” Have the children feel, smell and taste Encourage the children to stack the blocks and such as, “Why do you think sea shells come in the fruit, then write their name in the Yes or No use their hands to explore the textures. SC1.1a diff erent shapes and sizes?” SC1.2a column to indicate if they like the taste. SC1.3a Pom-Pom Play Grass Grows Play Snow Provide colorful pom-poms for the children to shake Provide garden soil, grass seed and tube socks. Create pretend snow by mixing ½ cup of child- while dancing to an upbeat song. CDs may include Have the children assist as you fi ll four or fi ve safe white hair conditioner and 3 cups of baking 150 Toddler Sing-a-Long Songs by the Countdown tube socks with garden soil and grass seed. Knot soda. Encourage the children to feel and smell the Kids and Move to the Music: Toddler Dance Class off the tops of the socks, and have the children ingredients, and ask them open-ended questions by Bright Stars. SC1.1a dunk the socks in water. Place the wet socks near such as, “What will happen if we add more baking a window and discuss what will take place. As the soda?” and “How is this like real snow?” SC1.3a grass begins to grow through the fabric of each sock, have the children water the grass using Smell Test spray bottles. Encourage the children to touch the Place cotton balls with various scents in small grass, and assist them in comparing what they containers. Consider using vanilla extract, feel to the feel of grass on the playground. Ask, peppermint, coff ee and lemon. Have the children “Is it diff erent or the same?” SC1.2a smell each container and describe the individual scents. SC1.3a SC1 domain: cognitive development and general knowledge sub-domain: science #112 Strand: SCIENTIFIC SKILLS AND METHODS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SC1 – The child will demonstrate scientiﬁ c inquiry skills.

12-24 months 24-36 months 36-48 months

SC1.1b SC1.2b SC1.3b Uses simple tools Uses simple tools as props Uses simple tools to to explore. through play. experiment and observe.

Imitating adults doing common tasks is a Two-year-olds often add objects to their Three-year-olds begin to recognize way that one-year-olds begin to use tools. play to support their imaginations. appropriate purposes for simple tools and how to use them.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #112 SC1 – The child will demonstrate scientiﬁ c inquiry skills.

12-24 months 24-36 months 36-48 months

May I Take Your Order, Please? Phone Fun Color Drops Create a play restaurant in the classroom. Collect a variety of old telephones and cell Freeze water in various containers. Place the ice Encourage the children to take your order for phones. Place the phones in the dramatic play on individual trays and provide liquid watercolors what you would like to eat and drink. Provide area for pretend play and exploration of the and medicine droppers. Demonstrate how to draw toddler-friendly kitchen utensils and food props diff erent types of phones. Use one of the phones paint into the dropper to squeeze onto the ice. for the children to use to pretend to cook and to place a call to one of the children. “Ring, ring. Have the children practice as you ask questions serve. Demonstrate how the kitchen utensils It’s Miss Sarah calling.” SC1.2b such as, “What will happen to the colors if they run and props are used. SC1.1b into each other?” SC1.3b Egg Carton Color Sort Stacking Cups Spray paint cardboard egg cartons. Provide pom- Light Reﬂ ection Provide rainbow-colored stackable cups. poms in the same colors and child-size tongs. Show the pictures from the book Shadows and Demonstrate how the cups can be stacked. As you Have the children draw a colored card with a Refl ections by Tana Hoban. Attach aluminum or stack the cups, count them. “I’m placing my cups number (one through fi ve) and use the tongs to platinum craft paper to the inside of a wide box. on top of each other, one, two, three.” (Knock them pick up the color and number of pom-poms to Provide small mirrors and shiny and dull objects down.) “Look! They just fell over. Can you help me place in the matching-colored egg carton. SC1.2b along with fl ashlights. Show the children how the stack them again?” Off er words of encouragement light can refl ect off the paper and objects and how such as, “You did it! You stacked them on top of Magnetic Sponge Art standing in the light can create a shadow. SC1.3b one another,” or “Look at the cups on the fl oor. Hot glue a large metal washer inside a bath Let’s gather them and try again.” SC1.1b sponge. Place white paper in the bottom of a Separating Rice shallow cardboard box. Secure and prop up the Place colored rice and water in plastic tubs. Baby Wash box on blocks so that the children can guide the Provide sifters, strainers, slotted spoons and Partially fi ll shallow tubs with soapy water created sponge with a hand magnet from underneath the bowls. Using a tool, have the children separate with child-safe soap. Provide the children with box. The children can squeeze a variety of colors the rice from the water and place it in the bowl. sponges and washcloths to wash the classroom of paint onto their paper and use the magnet and Ask questions such as, “Which tool collected more baby dolls, and a small towel to dry them with sponge to create abstract art. SC1.2b rice?” or “Which tool was easiest to use?” SC1.3b afterward. Have the children dress the baby dolls once they are clean. SC1.1b Magnet Fun Create discovery bottles using magnetic and non-magnetic items. Fill one empty water bottle TEACHER TIP with rice and magnetic items, another with rice Use primary colors with the sponge art activity and and non-magnetic items. Have the children have the children mix colors or use black and white use magnetic wands on the bottles and discuss paint on brightly colored paper to show contrast. the diff erences between the items. SC1.3b SC1 domain: cognitive development and general knowledge sub-domain: science #113 Strand: SCIENTIFIC SKILLS AND METHODS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SC1 – The child will demonstrate scientiﬁ c inquiry skills.

12-24 months 24-36 months 36-48 months

SC1.1c SC1.2c SC1.3c Uses sounds and simple Observes and discusses objects Records observations words to describe things in and events in the environment. through drawings or dictations the environment. with adult guidance. Adult conversation is a large part One-year-olds are beginning to vocalize of how two-year-olds learn about the As fine motor skills develop, three-year-olds and use words, so they can begin to environment. They learn language and new start to document their discoveries. They describe their observations to teachers vocabulary as they explore and discuss draw simple pictures or dictate ideas to an using simple words and sounds. objects related to science. adult. Most children are excited to explain if you ask them to tell you about their drawing.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #113 SC1 – The child will demonstrate scientiﬁ c inquiry skills.

12-24 months 24-36 months 36-48 months

Lunchtime Talk Felt Board Animal Play Oily Ice Talk about the foods the children are eating. Provide felt pieces for the children to use with Freeze colored water in an ice cube tray. Fill a pie Use words that describe the color, texture and the song “I Went to Visit a Farm One Day.” As the pan with vegetable oil. Have the children observe temperature. Remember to use open-ended children listen to the song, have them fi nd the how bubbles are formed when the ice cubes melt questions such as, “What do you eat at home?” or animal to place in the barn. After the song is over, and mix with the oil. Encourage the children to “Which foods are soft? Which are crunchy?” SC1.1c ask simple questions such as, “What sound does draw a picture of their observations. SC1.3c the cow make?” or “What do you think cows eat and drink?” SC1.2c Bark Rubbings Read A Tree Is Nice by Janice Udry. Provide white Class Pet Pictures construction paper and crayons or chalk. Take TEACHER TIP Take a series of pictures of the children caring for a nature walk and point out the diff erences in Include discussions of foods based on the the class pet, such as putting food in the bowl, trees. Have the children form pairs and make bark culture or special diet of the children in your adding water to the feeder, changing the bedding rubbings. Demonstrate how one child can hold the class when talking about food they eat at home. or giving a treat. Print the pictures and encourage paper against the tree bark while another child rubs the children to describe the tasks and share about the crayon lengthwise against the paper. SC1.3c times when they were the pet helper. SC1.2c Bird Watching Traveling Bag Place several bird feeders in a safe area outside Collect a variety of child-size suitcases, children’s a classroom window. Provide binoculars and Sock Color Hunt clothes, shoes, jewelry, props, baby dolls and encourage the children to watch the birds come Collect a variety of colored socks. Make sure travel brochures. Encourage the children to pack and go. Provide paper and colored pencils so the you have more than two or three sets of the their bags to go on a trip. Ask questions such as, children can maintain bird journals. Ask questions same color. Place the socks all around the room. “What types of clothes will you wear at the beach?” to spark curiosity such as, “How many birds do Call out a color and have the children look for a or “What foods will you eat when you go to the you think will come to eat?” or “Where do you matching colored sock. When they fi nd the correct restaurant?” As the children respond, record their think the birds go after they eat?” SC1.3c color, have them wave the sock in the air and say responses and take pictures to create a class the color. SC1.1c display. SC1.2c Seed Planting Place a bean in a baggie with a damp paper towel. Animal Actions Hang the bag in the window and ask the children Read the Bright Baby Animals board book by to observe it on a daily/weekly basis. Have them Roger Priddy. Point out the sounds or movements journal how the seed develops and grows. SC1.3c of each featured animal. Have the children mimic your animal actions. SC1.1c SC1 domain: cognitive development and general knowledge sub-domain: science #114 Strand: SCIENTIFIC SKILLS AND METHODS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SC1 – The child will demonstrate scientiﬁ c inquiry skills.

12-24 months 24-36 months 36-48 months

NO NO SC1.3d INDICATOR INDICATOR Participates in simple experiments and discusses scientific properties.

Three-year-olds begin to participate in simple scientific investigations, using all their senses to observe. Their expanding vocabulary helps them describe what they observe.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #114 SC1 – The child will demonstrate scientiﬁ c inquiry skills.

36-48 months

Seeds Grow Mushy Jelly Beans Expanding Soap Read the book Seeds, Seeds, Seeds by Nancy Provide a clear cup of multi-fl avored jelly beans. Provide children with an opportunity to examine Wallace. Provide three shallow containers or Have the children taste one or two and describe and touch a bar of Ivory® soap. Place the soap separate a tray into three sections. In one section them using words such as “sweet,” “hard” or on a microwave-safe plate and microwave it for place newspaper, in another section place one “sour.” Have the children sort the remaining approximately 1½ minutes. The soap will expand. or two pieces of dry, light-colored sponges and fl avors into a second set of clear cups. Pour a cup Once the soap has cooled, have the children in the last section place a layer of soil. Have the of water over the jelly beans. Ask the children examine the soap again. Discuss how it is similar children use spray bottles to wet each section. to describe what is happening. As the water and diff erent. SC1.3d Ask the children to predict where grass seed will changes color, ask the children what they think grow. Have the children sprinkle grass seeds in the water will taste like. Pour each child a sample Rock Garden each section and spray each section once again. amount of “jelly bean juice.” Have them taste and Mix together equal parts salt, ammonia, liquid Place the container in an area where they can describe it. Finally, take the jelly beans out of the bluing and water, and pour mixture into a glass observe the seeds. SC1.3d water and have the children observe, taste again dish such as a round pie pan. Add various objects and describe. SC1.3d to the liquid such as paper towel bits, rocks, Clean Mud wooden blocks, food and metal objects. Wait for Have the children tear toilet tissue into small the liquid to evaporate. As evaporation occurs, pieces. Provide two or three bars of Ivory® soap crystals will grow on the objects. This activity and assist the children with a hand grater to grate should be completed by the adult ahead of time the soap. Have the children mix the tissue paper and only observed by the children. SC1.3d and soap in individual plastic tubs. As they mix it, use descriptive words such as “dry,” “sticky” and “waxy.” Encourage them to smell the scent, and use words such as “fresh” and “clean.” Provide small spray bottles of water. Have the children spray small amounts of water into their tubs, and encourage them to mix it with their hands. Continue to add water. Ask for their observations BRIGHT IDEA of what is happening to the tissue and soap. For the children who have diffi culty following SC1.3d multi-step directions, provide picture cards representing the steps of the experiment. Encourage the children to refer to the pictures as they begin a new step. SC2 domain: cognitive development and general knowledge sub-domain: science #115 Strand: EARTH AND SPACE Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SC2 – The child will demonstrate knowledge related to the dynamic properties of earth and sky.

12-24 months 24-36 months 36-48 months

SC2.1a SC2.2a SC2.3a Engages in structured Explores and investigates Investigates and asks play using water. the properties of water. questions about the properties of water using adult- and One-year-olds continue to be Two-year-olds begin to investigate and curious and love to explore water with try new strategies with familiar materials. child-directed activities. teacher-designed activities. Keep a variety of toys near the water table for exploration. Three-year-olds begin to recognize properties of water and its importance to all living things. They enjoy exploring how water moves and interacts with other materials, and how water can change its shape and form.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #115 SC2 – The child will demonstrate knowledge related to the dynamic properties of earth and sky.

12-24 months

Splash Painting Baster Game Indoor Car Wash Provide a bucket of water, large paintbrushes and Provide two bowls or a two-sided pet bowl fi lled Ahead of time, place plastic cars in soil and move bright or dark butcher paper. Give the children the with a little water. Give the children large basters them around so they become dirty. Put them in a paintbrushes and have them shake water onto the to transfer water from one bowl to the other. Show tub of water and add child-safe no-tears soap to butcher paper. Point out that when the water hits them how to squeeze the bulb and watch where make bubbles. Point out to the children that the the paper it makes a splash print. Challenge the the water goes. Add interest by adding food color. water is clean and clear before you place the cars children to make small or big splash prints. SC2.1a Talk about “more” or “less,” “empty” and “full,” and inside. Provide small washcloths, sponges, paint have the children count drops. SC2.2a brushes, plastic cups and spoons. Encourage the Bath-Time Baby children to wash the cars and place them in the Add water-safe baby dolls and washcloths to a Ice Blocks window to dry. After the children have fi nished water table. Help the children as they bathe the Have the children help you pour colored water washing the cars, ask them if there is a diff erence babies. Add drops of child-safe no-tears soap to into a variety of containers such as orange juice in the color of the water and why. SC2.3a make bubbles. Keep a close watch. Change the cans, yogurt containers and milk cartons. Talk water between groups of children. SC2.1a about what will happen when put in the freezer. How Do We Use Water? After they are frozen, place them in the sensory Share photographs and pictures that refl ect all table for exploration. Talk about why the ice blocks the important ways we use water: for drinking, are diff erent. Ask, “Can you guess what we put the washing clothes, bathing, fl ushing a toilet or 24-36 months water in to make this block?” SC2.2a cleaning a house. People and animals use it for swimming too. Ask the children, “How do we fi ll a tub to take a bath? When we wash our hands, how can we control whether the water comes out Sea Bottles 36-48 months fast or slow? How can water fi t into the bottles of Have each child bring an empty water bottle to water we drink? If we leave water in a pool in the the classroom. Read One Small Place by the Sea sun, what happens to it?” Choose one question by Barbara Brenner. Talk about things you fi nd in for further exploration. SC2.3a the sea and how the water in the sea moves from Pool Noodle Splash one place to another. Assist the children in creating Provide a water table, goggles and small pool Melt Away their own seascape by providing materials such noodle blocks (create blocks by slicing a pool Give each child a small plate or tray with one or as sand, small sea shells, water, blue food coloring noodle into 3- or 4-inch pieces). Have the children two pieces of ice. Ask the children what they think and small plastic sea creatures. When combined, create a splash by dropping the blocks in the will happen to the ice. Have the children observe the materials should take up ¾ the bottle. Turn the water. Ask, “Why do you think the water makes a what happens to the ice and discuss why the ice bottle on its side to resemble a tide pool, just like splash? How could you make the splash bigger?” melted. SC2.3a in the book. SC2.2a Explore how the water moves the blocks. SC2.3a SC2 domain: cognitive development and general knowledge sub-domain: science #116 Strand: EARTH AND SPACE Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SC2 – The child will demonstrate knowledge related to the dynamic properties of earth and sky.

12-24 months 24-36 months 36-48 months

SC2.1b SC2.2b SC2.3b Engages in structured play Asks questions about Investigates properties of rocks, using sand, soil and mud. the properties of sand, soil, sand and mud using adult- soil and mud. and child-directed activities. Teachers can guide one-year-olds through activities to direct their learning When teachers model questioning, Teachers may structure small group about these natural substances. two-year-olds begin to use new vocabulary activities to help three-year-olds learn about Use hazard-free materials and supervise and verbal skills to inquire about specific properties and add similar materials carefully to avoid choking hazards. these substances. to the sensory table for child-directed exploration during center time.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #116 SC2 – The child will demonstrate knowledge related to the dynamic properties of earth and sky.

12-24 months 24-36 months 36-48 months

Making Mud Plant Play Rock Sort Fill a shallow container with a small layer of soil Show the children pictures in a book, such as Collect a variety of earth-tone paint chips from and add water. Provide cups, bowls and sand toys Flowers by Vijaya Bodach. Add sterile potting soil, a local home improvement store. Encourage the for the children to explore the mud. Demonstrate shovels and small plastic pots to a sand table or children to choose a paint chip and hunt for rocks and explain to the children that water and soil tub. Have the children practice fi lling and emptying on the playground that match the color. Have the create mud. Use descriptive words such as pots. Add plastic fl owers to plant. SC2.2b children place all of their rocks in a container to “lumpy,” “squishy,” “gooey,” “messy” as they use sort by color, weight and size. SC2.3b their hands and toys to explore. SC2.1b Sand Socks Secure a sock at the cuff or ribbed opening with an Treasure Hunt Mud Mural empty duct tape roll to hold the sock open so pouring Provide the children with a tub fi lled with mud, Tape butcher paper to an outdoor wall or fence. in sand is easier. Have the children use spoons and water and rocks. Paint some of the small rocks Add water to potting soil to create mud. Have the cups to fi ll the socks with sand. Talk about the texture with silver and gold paint. Provide small shovels, children use their hands and large brushes to paint of the sand and how it sticks to things. Pick up the rakes and sieves for exploration and explain to mud on the butcher paper. Encourage the children sock and feel how heavy sand can be. SC2.2b the children that they are going on a treasure hunt to describe how the mud feels in their hands. SC2.1b to fi nd silver and gold. Have the children use the Mud Kitchen tools to sift through the muddy water to fi nd their Collect raincoats, rain boots and ponchos for the Sand Holes treasure. SC2.3b Provide toys and small shovels or sturdy spoons children to wear outdoors to play in a mud kitchen. for the children to dig holes in the sandbox. Bury Provide large containers with lids that can be used Wet and Dry Sand Writing small toys in the sand, and encourage the children as storage and as a play stove. Use a permanent Provide individual trays of sand, plastic putty to dig to fi nd them. Use spray bottles fi lled with marker to draw circles to represent the burners. Add scrapers or spatulas and spray bottles fi lled water and have the children spray water onto the real pots and pans and provide a small amount of with water. Have the children write their names sand. Describe the changes in the sand as the water and soil. Assist the children by demonstrating or create a design in the dry sand using an children spray more and more water. Introduce how it takes more water to create soup and less unsharpened pencil. Take a picture of their the concepts of “wet” and “dry.” SC2.1b water to create burgers. SC2.2b creation. Have them smooth the sand with the scraper or spatula and spray the sand with water. Point out how the sand turns a diff erent color. Have them write their name or create a design in the wet sand. Take pictures of their wet sand BRIGHT IDEA BRIGHT IDEA creations and compile them into a picture book. Use a salt shaker to sprinkle water on the sand for For the children who have diffi culty touching a Have the children talk about the diff erence in how the children who have a diffi cult time using a variety of textures, provide gloves for them to wear the sand looks and feels when it is dry and when spray bottle. or place the mud mixture in a large zip-top bag. it is wet. SC2.3b SC2 domain: cognitive development and general knowledge sub-domain: science #117 Strand: EARTH AND SPACE Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SC2 – The child will demonstrate knowledge related to the dynamic properties of earth and sky.

12-24 months 24-36 months 36-48 months

SC2.1c SC2.2c SC2.3c Identifies the objects in the sky Describes the objects in the sky Asks questions/shows curiosity and uses basic vocabulary to during daytime and nighttime by about objects in the sky and describe day and night. drawing and/or naming. describes appropriate daytime and nighttime activities. With repeated exposure by teachers, Two-year-olds see and think about one-year-olds connect vocabulary words objects in the sky at home as well as in Three-year-olds are curious and begin to the objects they represent. Children a structured care setting. They draw from to add to their learning by questioning may not be able to say the words these experiences and can start to discuss adults around them. They can tell you what themselves, but can point out the them with teachers. kinds of things happen “in the daytime” objects when prompted. and what things “we do at night.”

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #117 SC2 – The child will demonstrate knowledge related to the dynamic properties of earth and sky.

12-24 months 36-48 months

Picture Book When It’s Sunny Classroom Stars Use a picture book with photos showing the Read The Sun Is My Favorite Star by Frank Asch. Turn your class into a nighttime sky for naptime. daytime and nighttime sky, such as Day and Night Place a cutout sun on the wall, and encourage the Hang glow-in-the-dark stars, planets and other by Robin Nelson. Ask the children to point to the children to describe or draw something they like celestial images on the ceiling and walls of the sun or show you the stars. SC2.1c to do when the sun is shining. SC2.2c classroom. As the children fall asleep, encourage them to look up at the recreated night sky. Playground Chat Sky Drawings Discuss the diff erent things they see in the real While on the playground, discuss the sun, the Take clipboards outside along with crayons and sky at night. SC2.3c clouds, the shadows and the wind. Provide paper. Set up a spot with a blanket where the streamers made from light-weight, colorful fabric children can sit or lay down and look at the sky. Cloud Walk cut into strips and tied to an empty masking tape Encourage them to draw what they see. SC2.2c Read Clouds by Anne Rockwell, and then take roll. Have the children hold the streamers up and advantage of a cloudy day to go for a cloud walk. watch them move in the wind. SC2.1c Five Little Stars Look for clouds in the sky. Talk about their color Cut out fi ve stars and a moon to use with the and shape. “Are some big and fl uff y? Are others Twinkle, Twinkle, Little Star fl annel board as you recite this rhyme during long and thin? Are they white or dark with rain?” Cut out a star template to fi t over a fl ashlight. Shine large group: Ask questions such as, “What makes the clouds the “star” on the ceiling while you sing “Twinkle, Five little stars shine and shine some more, move?” or “Where is the sun? Is it hiding behind Twinkle, Little Star.” Ask the children, “When do you One fell to the earth and then there were four. the clouds? How did it get there?” SC2.3c see stars?” Read Stars by Mary Lyn Ray. SC2.1c Four little stars, happy as can be, One fell to the earth and then there were three. Day or Night Three little stars in a sky so blue, Provide each child with an image of the sun and One fell to the earth and then there were two. moon. Name a variety of daytime and nighttime 24-36 months Two little stars, having lots of fun, activities such as eating breakfast, going to One fell to the earth and then there was one. school, taking a bath and going to sleep. When One little star left all alone, you call out each of the activities, the children will That one fell to earth and then there were none. hold up a sun or a moon to indicate when each Nighttime Drawings The moon came out – what a pretty sight! activity normally occurs. SC2.3c Read Goodnight Moon by Margaret Wise Brown. He waved to the stars and he said, “Good night.” Ask the children to share their nighttime rituals. SC2.2c Little Cloud As a family activity, send art materials home and Read Little Cloud by Eric Carle, then have the ask families to help the children draw a picture of children create their own clouds. Give each child a something they do at night. SC2.2c piece of blue paper and have him/her glue cotton balls to the paper to create clouds. SC2.3c SC2 domain: cognitive development and general knowledge sub-domain: science #118 Strand: EARTH AND SPACE Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SC2 – The child will demonstrate knowledge related to the dynamic properties of earth and sky.

12-24 months 24-36 months 36-48 months

SC2.1d SC2.2d SC2.3d Uses emerging vocabulary Observes and Observes and discusses to describe basic weather. discusses weather. changes in weather from day to day. One-year-olds notice changes in A child’s location in the state of Georgia is a temperature and precipitation, as these factor in the types of weather she observes. Three-year-olds can participate in large are multisensory experiences. They use Two-year-olds learn about weather through group discussions about weather – what they very simple weather words when what they see and feel. Concepts of “sunny” observed on the way to school and how it supported by teachers. and “rainy” can be learned with compares to weather on previous days. teacher support.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #118 SC2 – The child will demonstrate knowledge related to the dynamic properties of earth and sky.

12-24 months 24-36 months 36-48 months

Weather Words Down Comes the Rain How Should We Dress? Use pages from Weather Words and What They Read Down Comes the Rain by Franklyn M. During large group time, provide weather-related Mean by Gail Gibbons to encourage the children Branley. Talk about kinds of rain you have seen – props such as rain boots, umbrellas, mittens, sun to talk about diff erent kinds of weather. Learn and light, sprinkling rain or hard, pouring rain. Make visors and scarves. Encourage the children to use new words such as drizzle, sleet or hail. Sing it “rain” in the classroom. Start by rubbing your choose props that match the day’s weather. SC2.3d songs such as this one to the tune of “Are You hands together (wind) and then snapping your Sleeping?”: fi ngers (sprinkles). Then pat your knees for Weather Watcher It is raining, It is raining, raindrops. Make it rain harder by kicking your Assign one child to be the class weather watcher On my head, on my head. heels on the fl oor and clapping your hands or meteorologist each week. Each day have the Pitter patter raindrops, for lightning. Then gradually do the motions in child go to the window and report to the class Pitter patter raindrops. reverse until the “storm” is over. SC2.2d what he or she sees. Create a chart with simple I’m all wet, I’m all wet. SC2.1d symbols for diff erent types of weather. The When the Wind Blows weather watcher can choose a symbol and put it Bubble Fun Read Mrs. McNosh Hangs Up Her Wash by Sarah on the chart. At the end of the week, discuss how On an overcast, cloudy day, give all the children Weeks. Talk about what happens when the wind the weather was diff erent from day to day. SC2.3d a small bottle of bubble solution and encourage blows. Create “wind” with a small fan, and have the them to blow and catch bubbles. The high children hold up socks to watch them move. Make What’s the Forecast? humidity in the air will make the bubbles last a simple kite by cutting the end from a small paper Read Oh, Say Can You Say What’s the Weather longer. Ask questions such as, “Does it look like it bag and taping on a few streamers. Attach a string, Today?: All About Weather by Tish Rabe. Invite might rain?” or “Is the wind blowing?” and “Are the and take it outside to fl y. SC2.2d a local meteorologist to visit the class and talk bubbles moving slowly or fast?” SC2.1d about his/her job. Look at weather maps in the Tornado Bottle newspaper or pull up a weather app on a tablet Catch a Raindrop Create a tornado bottle using oil and water. or smartphone. SC2.3d Read Rain by Robert Kalan. On a warm day when Secure the cap with hot glue. Have the children it’s drizzling rain, provide raincoats, hats, rain rapidly shake the bottle. Discuss what they see boots and small umbrellas, and go outside to going on inside it. Say, “This looks like what catch raindrops. Encourage the children to catch happens when there is a tornado. There is a a raindrop on diff erent body parts such as their strong wind that makes things move up and hands, feet, face and tongue. SC2.1d around in a funnel shape.” SC2.2d TEACHER TIP Use books that are for older children in a preschool classroom. Remember to concentrate on the pictures and on introducing new vocabulary. Skim over or eliminate more diffi cult concepts. SC3 domain: cognitive development and general knowledge sub-domain: science #119 Strand: LIVING THINGS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SC3 – The child will demonstrate knowledge related to living things and their environments.

12-24 months 24-36 months 36-48 months

SC3.1a SC3.2a SC3.3a Interacts with plants Investigates plants and Observes and explores a and animals. animals, and how they grow variety of plants and animals and change. as well as their environments Living things in the classroom or in the and life cycles. director’s office provide one-year-olds the Two-year-olds will indulge their natural opportunity to interact with non-poisonous curiosity about plants and animals when As three-year-olds continue to develop, plants and class pets such as fish, hermit teachers supply appropriate support crabs or hamsters. their observations take on more detail. They materials such as real examples, books, enjoy exploring a variety of materials and posters and related manipulatives. are beginning to be able to help take care of a class pet or plant.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #119 SC3 – The child will demonstrate knowledge related to living things and their environments.

12-24 months 24-36 months 36-48 months

Nature Walk Bird Feeder Fun How Animals Grow Take the children on a nature walk and encourage Add a small bird feeder near the classroom Read the book series See How They Grow by them to fi nd nature items such as leaves, rocks, window. Have the children help add bird seeds. DK Publishing that features a variety of diff erent pine cones and branches. Provide a large, clear Draw the children’s attention to birds at the animals. Create sequencing pictures from the plastic bag for the children to drop their items feeder and talk about how birds need food just books of how animals grow, and have the children into. Name and describe the characteristics of as people do. Then read Birds by Kevin Henkes. put the pictures in order. SC3.3a each item they place in the bag. SC3.1a Encourage the children to spot birds at the bird feeder that are similar to the birds in the book. Animal Habitats Caring for a Plant SC3.2a Have the children help create an animal habitat. Provide a nontoxic plant for the children to care For example, help them mix soil and water and for and observe. Show them how to water the Pet Veterinarian Clinic discuss animals that live in mud. Provide plastic plant using a water bottle sprinkler. Make several Create a class animal clinic. Provide bandages, animals, such as worms, frogs or crabs, to place holes in the bottle cap. The children can squeeze a play veterinarian kit and soft toy animals. Ask a in the mud to encourage habitat play. SC3.3a the bottle to squirt the water onto the plant. Read local vet hospital for props that the children can The Reason for a Flower by Ruth Heller or How a use such as signs, magazines and old X-rays. Flower Power Seed Grows (Let’s-Read-and-Find-Out Science 1) Interact with the children, asking questions. For Read Zinnia’s Flower Garden by Monica Wellington. by Helene J. Jordan. SC3.1a example, say, “I see that the dog has a fever. What Provide several types of fl ower seeds for planting do you think that means?” Books to read include in fl ower pots. Provide magnifying glasses so the Fish Fun Sally Goes to the Vet by Stephen Huneck and children can see diff erent fl ower parts up close. Read 10 Little Fish by Audrey Wood. Place a small The Pet Vet by Marcia Leonard. SC3.2a Place the fl owers in a place where the children fi sh, such as a goldfi sh, in a clear bowl and invite can also draw their observations to keep in a the children to observe it. Talk about what they Bottle Plants Flower Power Journal. Create a Flower Power job see. “Look at the fi sh. It’s swimming back and forth. Cut the tops off empty water bottles and tape for one child whose duty is to care for the fl owers Those are the fi ns and there is the tail.” If desired, over the cut edge with masking tape. Help the by misting them daily with a spray bottle. SC3.3a keep the fi sh in the classroom as a pet and have children fi ll the bottle about a third way with soil. the children participate in naming the fi sh. SC3.1a Have the children drop a variety of plant seeds in the bottle. Give the children empty seasoning bottles fi lled with water to sprinkle onto the seeds. The children can observe the growth TECH TIP of plants and take part in caring for the plants. After planting a seed, take a series of photos of SC3.2a the seed sprouting and growing into a fully developed plant. The children can sequence the pictures or you can create a time-lapse video. SC3 domain: cognitive development and general knowledge sub-domain: science #120 Strand: LIVING THINGS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SC3 – The child will demonstrate knowledge related to living things and their environments.

12-24 months 24-36 months 36-48 months

SC3.1b SC3.2b SC3.3b Explores characteristics Explores a variety of living Identifies the physical of living things. and non-living objects. properties of some living and non-living things. One-year-olds enjoy hands-on play Two-year-olds begin to observe similarities and learning. With teacher supervision, and differences of living and non-living As teachers assist in their discoveries, one-year-olds can feel the textures of items with teacher support. They love to three-year-olds make comparisons between leaves and tree bark, smell flowers, watch discover and manipulate a variety of living and non-living objects. They often the class pet move about in its environment, classroom materials such as toys, natural answer questions about how things are and observe the way their own bodies objects, plants and animals. made or the origin of items such as “The move and function. egg comes from the bird!” or “I have a truck like that. I got it at the store.”

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #120 SC3 – The child will demonstrate knowledge related to living things and their environments.

12-24 months 24-36 months 36-48 months

Are You Living? School Pets and Objects What’s Alive? Read and sing “Are You Living?: A Song About Living Take a walk around the school to identify pets Read What’s Alive? Let’s-Read-and-Find-Out and Nonliving Things” by Laura Purdie Salas. This in the various classrooms. Discuss with the Science 1 by Kathleen Weidner Zoehfeld. One song is sung to the tune of “Are You Sleeping?” and children why the pets are living objects. List the day, walk outdoors to point out and take pictures lists the characteristics of living things. There are characteristics that the children point out. Next, of living things. Another day, point out and take illustrations for each phrase. For example: make a list of characteristics of nonliving objects. pictures of nonliving things. Print out the pictures Is it moving? Is it moving? Compare the two lists, and look at the book Living to review and display in the science area. SC3.3b Can it fl y? Gallop by? SC3.1b and Nonliving by Carol Lindeen. Ask the children if they saw any of the objects on the walk. SC3.2b Nature Bracelet Animal Picks Take a nature walk with the children and point Read My Big Animal Book by Roger Priddy. How We Grow out things they hear, smell, touch and see. Place Encourage the children to repeat the animal Read Are You A Butterfl y? by Judy Allen and masking tape, sticky side out, on each child’s names as you say them. Discuss what makes each Tudor Humphries. Talk about the diff erent stages wrist to make a bracelet. Have the children collect a living thing. For example, say, “This is a chicken. of a butterfl y and how it grows, and compare this items to add to their sticky bracelets. During large It has eyes to see just like we do. Can you point to how children grow. Encourage the children to group have the children compare the living and to your eyes?” Have the children point to the body bring in their baby pictures and show how they nonliving items on their bracelets. SC3.3b parts of the animals. Say, “Let’s fi nd all the legs in have grown. SC3.2b the pictures.” SC3.1b Is It Alive? Fish Observation Read Is It Living or Nonliving? by Rebecca Rissman. Spend time with the children as they watch the Talk about how you can tell if something is alive. classroom fi sh. Have the children help name Put two hula-hoops on the fl oor. Label one “Yes” and take care of the fi sh. Ask questions such as, and one “No.” Show the children pictures of “How does it swim? What does it eat? How do fi sh various living and nonliving things such as an breathe? What makes it alive?” SC3.2b elephant, a rose, a toaster, a baby or a car. Ask, “Is it alive?” and have the children answer “Yes” or “No.” Then ask, “How do you know?” Finally, place the picture in the correct hoop. SC3.3b BRIGHT IDEA Provide picture cards representing the various TEACHER TIP animals in the book for the children who have Take a school fi eld trip to the infant, toddler and diffi culty attending to the story. As you read the Pre-K rooms. Encourage the children to compare book, encourage the children to reference the themselves to the infants, for example, and talk animal picture cards. about how their bodies have changed and grown. SC3 domain: cognitive development and general knowledge sub-domain: science #121 Strand: LIVING THINGS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SC3 – The child will demonstrate knowledge related to living things and their environments.

12-24 months 24-36 months 36-48 months

SC3.1c SC3.2c SC3.3c Names basic body parts. Identifies more complex Identifies and describes the body parts. functions of a few body parts. One-year-olds use body vocabulary learned from teachers and parents. As two-year-olds develop, they are Three-year-olds are beginning to They love mimicking touching body parts able to identify more parts of their bodies connect body parts with the functions they and repeating their names (face, such as elbows, neck and back. perform, such as how we use our feet to arms, legs, knees or mouth). walk and our hands to wave. They are able to participate in simple music and movement activities that direct them to move various body parts in different ways.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #121 SC3 – The child will demonstrate knowledge related to living things and their environments.

12-24 months 24-36 months 36-48 months

From Head to Toe Gingerbread People Parts Hippity Hop and Jump! Read From Head to Toe by Eric Carle. Encourage Have the children help you make soft gingerbread Read Hop Jump by Ellen Stoll Walsh. Talk about the children to move their bodies like the animals cookies. Point out the head, arms, legs, chest and the diff erent body parts that allow the children to in the story, bending their necks like a giraff e or stomach. Use icing to separate the body parts and hop and jump. Have the children demonstrate. raising their shoulders like a buff alo. SC3.1c features such as eyes. Call out body parts and Secure hula-hoops and blocks to create an have the children eat one part at a time. SC3.2c obstacle course in the classroom or outdoors. Do What I Do! Encourage the children to hop inside the hoops Have the children look at you, point to and move It’s Me… and jump over the blocks. Play children’s hip-hop diff erent body parts. Create a chant to make it Recite this fi ngerplay and have the children point music in the background as they hop and jump. easy for the children to follow your instructions. to the body part as it is named: Try music by the artist Secret Agent 23 Skidoo. For example say: Here are my ears. Here is my nose. Take pictures to create a class Hop Jump book Point to your feet, now stomp, stomp, stomp. Here are my ﬁ ngers, and there are my toes, and place it in the book area. SC3.3c Point to your hands, now clap, clap, clap. Here are my eyes, they are both open wide. Point to your head, now nod, nod, nod. Here is my mouth, and my teeth are inside. Stomp and Clap Point to your legs, now jump, jump, jump. SC3.1c Here is my tongue, that helps me to speak. Provide or create jingle bell wristbands and Here is my chin, and here are my cheeks. anklets using VELCRO® closures. Play the song Find The Body Part Here are my hands, and here are my feet “Stomp and Clap” from The Learning Station’s Gather a variety of soft toy animals. Call out All of these things make up me! SC3.2c Physical Ed CD. Encourage the children to use diff erent body parts and have the children point the body parts that will make their jingle bells ring. to their bodies then point to the same part on Body Parts Class Book SC3.3c the toy animal. Point out how body parts look Read Where Is Baby’s Belly Button? by Karen Katz. diff erent from one another. For example, show Have the children point to diff erent parts of their Body Parts Family Picture them that a pig’s nose is a diff erent color and fl at. bodies. Ask, “Where are Melanie’s eyes?” or “Where Read Heads, Hearts and Other Parts by Barbara SC3.1c is Zachary’s nose?” Take pictures and create a class Shagrin and Deborah Bradley. Have families bring book of them. Try to provide a diff erent body part in full-length photos of themselves. Place the picture for each child. Label each page with a pictures around the room. Have the children fi nd simple sentence such as, “This is Jack’s nose,” and stand next to the picture of their family. Give or “These are Georgie’s toes.” SC3.2c clues and encourage the children to point to the correct body part. For example say, “Point to the body parts that you wash with soap before you eat a snack!” SC3.3c SC4 domain: cognitive development and general knowledge sub-domain: science #122 Strand: PHYSICAL SCIENCE Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SC4 – The child will demonstrate knowledge related to physical science.

12-24 months 24-36 months 36-48 months

SC4.1a SC4.2a SC4.3a Demonstrates ability to Explores motions to play with Independently investigates push and pull objects. toys with adult support. objects and toys that require positioning and movement. One-year-olds respond to their natural When teachers demonstrate how a new toy curiosity as motivation to move objects works, two-year-olds are quick to try it for Three-year-olds are more coordinated around them. They can pull a small wagon themselves. They are increasing in motor and are comfortable exploring new toys or push buttons on a music box. strength and dexterity, which gives them the independently. They can change the ability to play with a wide range of toys. position of toys to make them work or try new ways of moving them.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #122 SC4 – The child will demonstrate knowledge related to physical science.

12-24 months 24-36 months 36-48 months

Push and Pull Day Roll It PVC Pipe Play Choose a day during the week for the children to Cut cardboard tubes into various lengths and Collect a variety of PVC pipes and connectors. push and pull a variety of toys. Toys can include cover with colorful paper. Make a ramp with Encourage the children to fi gure out how to baby doll strollers, wagons, popcorn poppers, heavy cardboard. Show the children how to put the connectors on the ends of the pipes to cardboard boxes, laundry baskets and small roll the tubes down the ramps. Experiment with connect them together. SC4.3a shopping carts. Provide these toys indoors as diff erent angles for the ramp. Stuff some of the well as outdoors. Model how to use the items with tubes to make them heavier. Ask the children Make It Fit words such as “fast,” “slow,” “over” and “under.” what happens. SC4.2a Hook together several diff erent combinations of SC4.1a LEGO®s, so that parts stick up or out to the side. Timber! Cut matching holes from the lid of a shoebox. Open and Close Draw a colorful picture of a tree on butcher paper. The children must turn the LEGO® creation in Collect a variety of containers and bags that Cut the picture in three or four pieces, and tape the correct orientation to slip it through the hole. have diff erent ways to open and close them. For the pieces to individual soft blocks. The children SC4.3a example, you might have zipper pouches, mini should be able to put the tree together by stacking swing trashcans or fl ip-top bottles. Provide pom- the blocks in order. Once they build the tree, Locks and Keys poms and assist the children with opening and they can put on construction hats and pretend Provide several diff erent locks and matching closing the containers as they fi ll and empty them. to be lumberjacks. Using half of a pool noodle, keys. Have the children fi nd the key that will open SC4.1a demonstrate how to chop down the tree by the lock. Show them how to fi t the key into the swinging at the blocks. Yell, “Timber!” as the tree lock and turn it until it clicks. You can color-code Box Play Push and Pull falls down. Encourage the children to continue to the pairs to make the task easier. Stick colored Decorate various sizes of boxes with colorful build the tree and chop it down again. SC4.2a masking tape on the lock and tie a matching- butcher paper. Make sure the boxes are large colored piece of yarn to the key. SC4.3a enough for the children to push or pull. Attach a Hole in One very short, thick rope, knotted from the inside, to Create a game by cutting a hole in one end of a the outside of each box so that the children can sturdy shoebox lid. Make the hole slightly smaller use it to pull the box. Indoors or outdoors, place a than the golf ball so the ball will catch in the hole start and fi nish line. Place weighted items such as but not fall through. Place a golf ball in the lid, TEACHER TIP hollow blocks inside the boxes and encourage the and show the children how to tilt the lid back and Engage in conversations with the children as they children to push the boxes to the fi nish line. Have forth to direct the ball into the hole. Make it more interact with the classroom materials. Consider them pull the boxes back to the starting line. SC4.1a challenging by cutting holes in both ends of the asking questions such as: lid and using two golf balls. SC4.2a “What happened when…?” “What makes it work?” “How did you make that move?” SC4 domain: cognitive development and general knowledge sub-domain: science #123 Strand: PHYSICAL SCIENCE Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SC4 – The child will demonstrate knowledge related to physical science.

12-24 months 24-36 months 36-48 months

SC4.1b SC4.2b SC4.3b Observes objects that Uses basic words for Investigates different types move at different speeds. speed of motion. or speeds of motion.

One-year-olds begin to use basic Two-year-olds are gaining control of large When teachers supply appropriate vocabulary to describe moving objects muscles and can move at different rates materials, three-year-olds enjoy exploring in the environment, such as toys, games, of speed. They realize that they can act on the types and speeds of motion of various objects and natural items. objects to make them move fast or slow. objects. They are learning new vocabulary to describe different ways of moving.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #123 SC4 – The child will demonstrate knowledge related to physical science.

12-24 months 24-36 months 36-48 months

Wind-Up Fun Dance to the Beat Wind and Water Place some wind-up water toys in a tub of water Play a steady beat with sticks, a tambourine or a On a windy day, have the children spray water for the children to explore. Show them how to drum, and encourage the children to walk, jump into the air to see the direction and speed that turn the knob or key on the toy to wind it up, or dance to the beat. Call out, “Now move fast!” the wind is blowing. Assist the children by having and then place it in the water and watch it move. and tap the drum quickly. Then call out, “slowly,” them stand in diff erent places on the playground. Encourage comments about speed. “The duck is changing the beat to a very slow one. Alternate For example, say, “I see that the wind is blowing going fast.” SC4.1b moving fast and slowly. After a time, just change to the right, so what will happen to the water if we the beat without calling it out and see if the stand on the right side of this tree?” SC4.3b children respond. SC4.2b Parachute Play Things That Go Place balls on a small parachute and have the TEACHER TIP Read Cars and Trucks and Things that Go by children move the parachute up and down so Ensure that water is shallow and not deeper than Richard Scarry. Provide a selection of small the balls move. Encourage them to move the ½ inch as children can drown in an inch of water. vehicles for the children to push along a playmat parachute quickly and notice how the balls or teacher-made roadway. Create two posters, behave. Then move it more slowly and watch one that has a picture of an animal that moves what happens. SC4.3b fast and one that moves slowly. Have the children move their small vehicles fast or slowly when they Pringles® Can Painting Fast and Slow see the corresponding picture. SC4.2b Place golf balls in several colors of paint. Provide Play the “Fast And Slow” song by Maple Leaf Pringles® cans with paper cut to fi t inside. Show Learning found on the Songs for Learning 2 CD. Beanbag Toss the children how to use a spoon to scoop a golf Provide dancing scarves and encourage the Provide a large, open container or a target on the ball out of the paint and put it in the chip can. Roll children to follow you as you follow the directions wall for the children to throw beanbags at. Provide the can back and forth or rotate it with one hand in the song. SC4.1b a starting line so the children can experiment with to make the ball move around the inside. SC4.3b diff erent speeds as they try to hit the target. SC4.2b Water Bead Observation Ball Race Lean a long aluminum pan or tray against a wall, Get in Gear Provide various balls, including golf balls, ping- and secure it so it won’t slip. Spray water at the Add a gear set to your manipulative toys and have pong balls or large rubber balls, to roll down top of the pan, and have the children watch the the children experiment with arranging the gears various sizes of ramps. Teachers may consider water form beads at the top and then run down and observe how they move. SC4.2b using pool noodles cut in half, paper towel rolls to the bottom of the tray. Point out the beads and slats of wood as ramps. Encourage the of water that move fast and the ones that move children to talk about which ball will roll fastest slowly. SC4.1b or farthest. SC4.3b SC4 domain: cognitive development and general knowledge sub-domain: science #124 Strand: PHYSICAL SCIENCE Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SC4 – The child will demonstrate knowledge related to physical science.

12-24 months 24-36 months 36-48 months

SC4.1c SC4.2c SC4.3c Shows interest and curiosity Begins to use words to describe Explores and identifies physical about objects in his/her physical properties and states properties and states of matter immediate environment. of matter of objects. of common classroom objects. Explores solids and liquids. Two-year-olds use their expanding With teacher support and a variety of simple One-year-olds develop more curiosity vocabulary to tell others about objects in science objects, three-year-olds enjoy and seek out toys and objects they find their environment. Teachers can introduce adding to their basic knowledge about interesting. They enjoy teacher-structured vocabulary words like “liquid” and “solid.” physical properties. activities that include solids and liquids, such Through discovery and observation, children as sensory table and simple cooking activities. can connect their exploration to the words.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #124 SC4 – The child will demonstrate knowledge related to physical science.

12-24 months 36-48 months

Making Play Dough Exploring Eggs Drippy Paint This play dough recipe requires no cooking. Mix Explore a raw egg. Crack it into a bowl and talk Add water to tempera paint to make it a very thin ½ cup salt and 1 cup fl our. Gradually add ½ cup about how it looks. Use words such as “runny” and consistency. Place fi ngerpaint paper on a cookie water. Knead the mixture until smooth. If it’s too “slimy.” Encourage the children to describe other sheet. Add a spoonful of paint to the tray and sticky, add more fl our. Have the children pour the features, such as the egg yolk. Place several eggs show the children how to tip the tray to roll the water, mix and stir ingredients. Talk about how the in a pan and cover with water. Explain that you will paint around. Encourage them to describe the dry ingredients change when water is added. Use heat the eggs until they boil; that means they will paint and how it is moving. Add another color and words like dry, powdery, liquid, sticky, solid. SC4.1c get very hot. After cooking, cool the eggs and have talk about how the colors mix together. SC4.3c the children explore the cooked eggs. Peel the shells, Popsicle Party and talk about what the white part looks like now. Music Fun Let the children help you make popsicles for Cut the eggs open. Ask, “Do you see the yellow Make rhythm instruments with the children to use snack by pouring fruit juice into an ice cube tray part?” Enjoy the boiled eggs for snack. SC4.2c during music time. Add beans or rice to water and adding a craft stick for a handle. Freeze the bottle shakers or roll up newspapers and tape popsicles overnight. As the children are eating Oobleck them with colorful masking tape to make rhythm them the next day, talk about how the solid Add cornstarch to water to make this unique sticks. Make a tambourine by attaching large popsicle is changing into a liquid. Encourage the sensory material that has properties of both a buttons to the edge of paper plates. Thread yarn children to use words to describe the popsicle, liquid and a solid. Start with a cup or so of water in through the button and through a hole punched such as “cold,” “wet,” “drippy” or “melting.” SC4.1c a bowl and add the cornstarch a bit at a time. You in the plate. As you work, talk about the color, will probably use one-and-a-half to two times as size, shape and texture of the items you are using. much cornstarch as water. Keep mixing until it has SC4.3c a gooey consistency. If you grab a handful and Does It Belong? 24-36 months squeeze it, it will feel solid but if you release the pressure it will ooze through your fi ngers. SC4.2c Provide the children with a sample of blocks from the classroom such as a few unit blocks, some table blocks, LEGO®s or LEGO® DUPLO®s, Molding Sand cardboard blocks or alphabet blocks. Talk about You will need a small bowl of sand for each child how they are the same. Say, “You can build with and spray bottles of water. Have the children all of these. Some are the same shape, some are explore the dry sand. Use the water bottle to BRIGHT IDEA made of wood.” Describe how they are diff erent spray the sand. Have the children continue to For the children who have diffi culty touching a in size, color, shape. Provide several small hula- explore. Ask them to describe what is happening variety of textures, encourage them to observe hoops and encourage the children to sort the to the sand as it gets wetter. Show how the water and describe what he/she sees as a peer squeezes blocks. SC4.3c makes the sand more moldable. SC4.2c and manipulates the oobleck. SC4 domain: cognitive development and general knowledge sub-domain: science #125 Strand: PHYSICAL SCIENCE Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SC4 – The child will demonstrate knowledge related to physical science.

12-24 months 24-36 months 36-48 months

SC4.1d SC4.2d SC4.3d Plays with and explores Uses complex motions Uses classroom objects that different toys and objects. to play with toys that are function as simple machines. simple machines. One-year-olds are more aware of objects Three-year-olds are beginning to understand in the environment and seek out toys and The term “simple machines” refers to simple machines such as levers, pulleys and objects to satisfy their curiosity about how a group of basic implements that are the wheels and axles, and how they work. they function. foundation of every other tool. They include wheel/axle, wedge, pulley, screw, lever and inclined plane. With teacher modeling and support, two-year-olds begin to explore these tools and how they work.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #125 SC4 – The child will demonstrate knowledge related to physical science.

12-24 months 36-48 months

Cooking Tools Laundry Line Paint Rollers Bring in a variety of safe cooking utensils for Set up an indoor or outdoor laundry line. Provide Cover the table with butcher paper. Provide the exploration. Big spoons, whisks, rubber spatulas dish tubs and water to wash doll clothes. The children with tempera paint in a tray and several and basters are good examples of diff erent tools children can use pins to attach the clothes to the sizes and types of paint rollers. The rollers are the children might fi nd interesting. SC4.1d line to dry. Use both non-spring and spring type examples of a wheel and axle, a simple machine. clothespins; these are examples of a lever, a type Encourage the children to roll the paint on the Paper Bag Balls of simple machine. SC4.2d paper in diff erent directions and designs. Talk You will need some medium-sized paper bags, about the rollers and how they work. Compare newspapers and duct tape. Ask the children to The Wheels on the Bus them to other wheels the children may know help you tear the paper into strips. Stuff the bags Sing this popular song with the children during about. SC4.3d about ¾ full with the newspaper strips. Mold the large group. Then go to small groups to investigate bags so they are a round shape. Close and cover wheels further. Remind the children of the words Nuts and Bolts the bags with duct tape. Encourage the children to the song. Ask, “How do the wheels go? Round Provide a variety of diff erent sizes of nuts and to toss and catch the balls. SC4.1d and round.” Provide some interesting examples of bolts. Encourage the children to screw the nuts wheels for the children to explore and discuss such on and off the bolts. Use a magnifying glass to Scoop It Up as a rotary egg beater, a steering wheel, a tricycle examine the inside of the nut and the outside Give the children a large bowl with an assortment wheel or a spinner from a rod and reel. SC4.2d of the bolt. Show the children how the metal is of plastic eggs or ping-pong balls inside. Provide formed in a spiral. Ask where they have seen a ladle for scooping. Encourage the children to Rolling Road Block this shape before: in a slide, on a sea shell, on pour the eggs into a second bowl. SC4.1d You will need several pencils and a rectangle unit a jar lid that twists on and off ? SC4.3d block for this activity. Lay several pencils on the table or rug, about an inch apart and parallel to Pulley Power each other. Demonstrate how to roll the block Make a simple pulley to add to your block center. over the pencils, similar to a wheel and axle. Use an empty ribbon spool and an unsharpened Experiment by moving the pencils closer together pencil or dowel. Show the children how to place 24-36 months and further apart. SC4.2d the dowel through the spool and drape a length of string or ribbon over the spool. Tie a block Let’s Look Around or vehicle to one end of the string. As one child Tongs and Tweezers Take a group of children for a walk around the holds both ends of the dowel, another child pulls Provide a variety of tongs and large tweezers. center or school. As you walk, point out simple down on the other end of the string to lift the Have the children use the tongs and tweezers to machines you see. Look for things such as door block or vehicle. SC4.3d pick up objects in a tub such as pom-poms, bath stops (wedges), wheels on the lunch cart, nuts and scrubbies or ping-pong balls. SC4.2d bolts on the playground and door hinges. SC4.2d SC5 domain: cognitive development and general knowledge sub-domain: science #126 Strand: INTERACTION WITH THE ENVIRONMENT Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: SC5 – The child will demonstrate an awareness of and the need to protect his/her environment.

12-24 months 24-36 months 36-48 months

SC5.1a SC5.2a SC5.3a Identifies familiar people With assistance, he/she Participates in efforts to protect and living things in his/her participates in activities to the environment. environment. protect the environment. Three-year-olds can independently One-year-olds can identify familiar people Two-year-olds can begin to develop a take steps to protect and care for the and living things around them. Quality sense of respect and caring for the natural environment. They can learn to pick up trash classrooms add pictures, songs and real-life environment. With prompting and support, in their classrooms and to recycle used items to help children learn about animals they can learn concrete ways to protect paper for other purposes. and plants. It enhances learning when the environment. young toddlers interact with this rich classroom environment.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #126 SC5 – The child will demonstrate an awareness of and the need to protect his/her environment.

12-24 months 24-36 months 36-48 months

Magnetic Personalities A Grand Old Tree Use It Again Use laminated pictures of family members and Read A Grand Old Tree by Mary Newell Depalma Introduce basic recycling by encouraging the the children. Glue magnets to the back. Provide or A Tree Is a Plant by Clyde Robert Bulla. Talk children to “use it again.” For example, if they are a cookie sheet and have the children place the about why trees are important. They are homes using paper to draw on, remind them to use both pictures on the cookie sheet. Encourage them to for birds and other animals. They give us food sides of the paper. Be intentional about using point to the pictures and chant along with you: and shade and help clean the air. Ask the children the word “recycle” so it becomes part of their Where is Jane? Where is Jane? where they see trees: in their yard, at a park, on vocabulary. Read Michael Recycle by Ellie Bethel. There she is. There she is. SC5.1a the playground. Help them make trees for the Assign a “Recycler” as a class job to assist with block center to “plant” next to their buildings. recycling materials. SC5.3a Furry Friends Paint short cardboard tubes brown or cover them Create a book of familiar animals. Include the with brown paper. Stuff squares of green tissue For the Birds II pets of children in the class and common animals paper in the tops for instant trees. SC5.2a Help the children make bird feeders out of pine like squirrels or classroom pets, such as goldfi sh. cones by rolling the pine cones in a mixture of Look at the book with the children. Point out the For the Birds vegetable shortening and oats and bird seed. animals and say where you might see them. “This You will need two plastic berry baskets and yarn. Attach strings to the tops of the pine cones and is Tom’s puppy. She lives at his house,” or “This is a Help the children cut the yarn into pieces 4 to 6 hang them from a tree outdoors for a fun way to squirrel. He lives in a tree.” SC5.1a inches long. Place the yarn in a berry basket. Cut encourage bird watching. SC5.3a the bottom from another basket for a lid. Tie the We See Plants lid on the basket and attach the whole thing to a Litter Bags Take photos of plants in and around the school. tree. Birds will use the yarn for nesting. SC5.2a Provide small paper lunch bags for the children Print them out, punch holes in the pages and to decorate with crayons or markers. Cut a hole put them in a notebook. Look at the book with Plant a Flower Garden about 2 inches in diameter and about 1 inch from the children and point out the plants. Talk about Create a small fl ower garden with perennials and the top of both sides of the bag. Hang one as where they are located. “Here are the pansies annuals for the children to care for during outside a litter bag on doorknobs in the classroom to that grow in front of the school,” or “Here is the play. Use child-size watering cans or pitchers for collect scraps of paper. Encourage the children plant in Mr. Danny’s offi ce.” SC5.1a watering plants. Write the children’s names on to hang the bags in their cars or homes to collect craft sticks to place beside their plant. SC5.2a paper litter. SC5.3a CR1 domain: cognitive development and general knowledge sub-domain: creative development #127 Strand: CREATIVE MOVEMENT AND DANCE Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CR1 – The child will participate in dance to express creativity.

12-24 months 24-36 months 36-48 months

CR1.1a CR1.2a CR1.3a Moves body to music. Dances to and becomes Repeats choreographed engaged in music movements and begins One-year-olds are in constant motion and are in the process of discovering all and movement. to express creativity in the things their bodies can do. They are movements. learning to walk, bend, stretch, sway, stamp, Two-year-olds are gaining more control and clap, shake and wiggle parts of their bodies. strength as they move and explore. They As children mature, they participate Provide lots of music experiences so can verbally express what they like and in creative movement with freedom and children can practice these newly how they feel. Use music and movement expression. Three-year-olds can copy the discovered accomplishments. experiences in your daily schedule and movements of the teacher by clapping during transitions, to comfort a child or to or marching to a song. celebrate a success.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #127 CR1 – The child will participate in dance to express creativity.

12-24 months

Shake It Out Musical Parade Ten Fingers Play fast-paced multicultural music and encourage Play music and encourage the children to march Teach the children this simple fi ngerplay with the the children to dance to the beat. Notice their around the room shaking instruments to the beat. motions. “Ten Fingers”: moves and make comments on what they are Encourage one child to lead the parade and play (Point to self.) doing. “Jada is clapping her hands and Lucas is the instruments up high, then down low, then on a I can make them do things – kicking his feet up.” CR1.1a particular side. CR1.2a Would you like to see? I can shut them up tight. (Make fi sts.) B-I-N-G-O Pop Goes the Weasel I can open them wide. (Open hands.) Play or sing “B-I-N-G-O” and encourage the Gather fi ve or six children in a circle and sing I can put them together. (Place palms together.) children to clap along to the song. CR1.1a “Pop Goes the Weasel”: I can make them all hide. (Put hands behind back.) All around the cobbler’s bench Down by the Banks I can make them jump high. (Hands over head.) (Holding hands, run in a circle.) I can make them jump low. (Touch fl oor.) Bounce one child on your knees as you say this The monkey chased the weasel, chant. Holding him/her securely, let the child I can fold them up quietly. (Fold hands in lap.) The monkey thought it was all in fun, And hold them just so. CR1.3a “slip” part way between your legs when you say POP goes the weasel! “kerplop!” (Jump up, then fall to the ground.) CR1.2a Ribbon Rings Down by the banks of the hanky panky Make ribbon rings by tying colorful ribbons or thin Where the bullfrogs jump from bank to banky, fabric strips to a small embroidery ring or canning They went oops, opps, belly fl ops rim. Play various styles of music and have the One missed the lily pad and went…kerplop! children copy your motions and then create their CR1.1a own dance moves. CR1.3a 36-48 months 24-36 months Let’s Dance Plan to use music throughout the day. Model dancing and encourage the children to follow your Partner Dancing moves. The Learning Station has many songs that Play classical music and encourage the children teach children how to repeat movements. “Tony to dance with a partner and sway to the beat. Talk Chestnut” is a favorite among children. Greg & about how the music makes them feel and what it Steve also have many great songs, such as “Ready, makes them think about. CR1.2a Set, Move” and “Jump Down, Turn Around.” CR1.3a CR2 domain: cognitive development and general knowledge sub-domain: creative development #128 Strand: VISUAL ARTS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CR2 – The child will create and explore visual art forms to develop artistic expression.

12-24 months 24-36 months 36-48 months

CR2.1a CR2.2a CR2.3a Expresses self creatively Experiments with a variety Uses a variety of tools with simple art materials. of materials to express and art media to express individual creativity. individual creativity. As one-year-olds grow and gain new skills they can experiment in many ways with art Two-year-olds are gaining more motor Three-year-olds are developing more fine materials under careful supervision. Provide control and are able to explore art materials motor control and can begin to cut and materials that allow them to explore with interest and confidence. Model how to draw, and manipulate art materials with and discover. use a variety of materials and show them purpose. They can verbally express their how much fun creating art can be. ideas and enjoy the creative process.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #128 CR2 – The child will create and explore visual art forms to develop artistic expression.

12-24 months 24-36 months 36-48 months

Sticky Adventure Stamping Fun Look at Me Place a large square of contact paper on the wall, Provide stamps, stamp pads and paper for the Provide large paper, crayons and markers for the sticky side out, and encourage the children to place children. Model how to use the stamps and have children to create a self-portrait. Provide a mirror diff erent textured paper and magazine pictures on the children tell stories about their work. CR2.2a for the children to see themselves in as they it. Try crepe paper, construction paper and tissue draw. Model a simple self-portrait for the children. paper. Talk about what they have created. CR2.1a Play Dough Play Encourage them to closely observe their image Provide play dough for the children and encourage and include as much detail as possible. CR2.3a Bubble Wrap Painting them to create with it. Ask questions such as, “What Tape a sheet of bubble wrap to a table and invite kind of animal can you make?” and “What kind of Play Dough Magic the children to fi ngerpaint on it. Talk about the tail does it have?” Give the children pipe cleaners In small group, introduce play dough and play bumpy texture as the children work. Have each and wiggly eyes to add to their creation. Encourage dough tools such as cutters, rollers, scissors, child press a piece of paper over his/her bubble art conversations related to their art. CR2.2a plastic knives and plates. Demonstrate how the painting to make a print. Display the prints. CR2.1a tools can be used with the play dough. Then have Paper Towel Paint the children experiment. Demonstrate how they Sidewalk Chalk Give all the children a textured paper towel as can make simple shapes and objects. Ask, “What Place chalk on the ground outdoors or near a a canvas. Provide paint and brushes to use for happens when you roll it with your hands? Can large paper indoors and encourage the children painting on the textured paper. Cover a paper you make a long snake?” CR2.3a to create with it. Talk about moving the chalk towel roll with bubble wrap and have the children round and round to make circles, or make straight roll paint on a piece of paper. CR2.2a Sidewalk Ice Painting lines or zig-zags. Add some water to the chalk and Squeeze paint into an ice cube tray. A thick see what happens! CR2.1a fi ngerpaint works best and allows you to make multicolored cubes. Cut craft sticks in half and place one in each cube; freeze overnight. Take BRIGHT IDEA outside and give the children thick paper or let For the children who have diffi culty holding them paint directly on the sidewalk. The paints will stamps or brushes, attach a small block or knob swirl together as the ice begins to melt. CR2.3a to the stamps or add a piece of soft foam to the handle of the brush. BRIGHT IDEA For a child that has diffi culty sitting on the ground to use sidewalk chalk, fi nd an alternate location TEACHER TIP that he/she can more easily reach, such as an To inspire the children, read The Dot by Peter outdoor wall. Reynolds. CR2 domain: cognitive development and general knowledge sub-domain: creative development #129 Strand: VISUAL ARTS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CR2 – The child will create and explore visual art forms to develop artistic expression.

12-24 months 24-36 months 36-48 months

CR2.1b CR2.2b CR2.3b Looks at pictures, photographs Describes what he/she sees Observes and discusses and mirror images. when looking at pictures, visual art forms. photos and art work. One-year-olds are self-centered. They are As language is continuing to interested in looking at themselves and Language development is key during a develop for three-year-olds, they can see making new discoveries. They respond to child’s second year of life. Two-year-olds similarities and differences in their artwork pictures and photos of family and familiar describe what they see in a picture: “That’s and in pictures. Give them descriptive words things with interest and curiosity. Daddy.” Model vocabulary with vivid to use as they build their vocabularies: descriptions of pictures and artwork. “Look “Look, the paint is dripping.” at the curvy, yellow lines you drew.”

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #129 CR2 – The child will create and explore visual art forms to develop artistic expression.

12-24 months

Baby Faces What Do You See? Poster Gallery Read Baby Faces by DK Publishing to the children. Provide the children with a picture from a book Show the children the work of various artists in Talk with them about the diff erent expressions. or magazine, and ask them what they see. books or on the computer. Engage the children in Have them point to faces in the book. CR2.1b Encourage them to describe the scene to you conversation about the exhibit. Ask, “What do you in detail. CR2.2b see in this picture? How do you think the person is Mirror Play feeling? What colors or shapes did they use? What Provide individual, unbreakable mirrors. materials were used to create the art? How are Encourage the children to explore looking into the pieces of artwork similar or diff erent?” Some them. Use descriptive words to talk with the artists may include Vincent Van Gogh, Pablo children about what they see. CR2.1b BRIGHT IDEA Picasso, Claude Monet and Eric Carle. CR2.3b Color Collage For the children who have diffi culty with this Little Artists activity, point to diff erent objects in the picture. Have the children fi nd pictures with bright colors Display the children’s artistic creations, and Encourage the children to comment about in magazines, for example, things that are yellow. encourage discussion about their work. Provide specifi c objects in simple terms such as “big” Assist with tearing the pictures out and gluing a brief time each day when a few children may or “small.” them on paper. Bind the pictures into a book. Make present and describe their artwork to the class. the books available for the children to view and Encourage other children to make comments. talk about the pictures with friends. Encourage Instead of, “I like it,” teach the children to notice conversations with descriptive words and something about the child’s artwork such as, observations. Say, “You found a picture of pretty 36-48 months “You made lots of blue stripes.” “You have a lot of fl owers for the pink page.” CR2.1b yellow. That’s my favorite color.” CR2.3b Group Project Mr. Brown Can Moo Cover a medium size box with butcher paper, and Encourage the children to talk about illustrations work with the children on a group project. Have 24-36 months as you take a picture walk through Dr. Seuss’ Mr. them glue a variety of 3-D items such as cotton Brown Can Moo! Can You? Ask, “What colors do balls, buttons, sequins and wiggly eyes onto the you see in the drawings? How are the characters box. Encourage the children to share thoughts Family Photos the same or diff erent? Why do you think this animal on their creative process. Use descriptive words Attach photos of each child’s family on a wall or is purple? What do you notice about Mr. Brown?” as you help the children talk about what they are back of a shelf at children’s eye level. Talk with CR2.3b creating. CR2.3b the children about their families and what they are doing in the pictures. CR2.2b CR2 domain: cognitive development and general knowledge sub-domain: creative development #130 Strand: VISUAL ARTS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CR2 – The child will create and explore visual art forms to develop artistic expression.

12-24 months 24-36 months 36-48 months

CR2.1c CR2.2c CR2.3c Communicates what he/she Communicates preferences Shares ideas about personal likes about a picture. for one piece of art over creative work. another and tells why. One-year-olds respond to pictures with Three-year-olds can look at their work sounds and actions, patting, pointing or Two-year-olds begin to show preferences and the work of others and describe making sounds or saying words. for favorite pictures. They might point to a similarities and differences. picture and describe it with a few words.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #130 CR2 – The child will create and explore visual art forms to develop artistic expression.

12-24 months 36-48 months

Pom-Pom Paint Which One Do You Like? Art Time Clasp pom-poms with clothespins to use as Provide two or more examples of art, such as Sit with the children as they create pieces of art, paintbrushes. Put a variety of colors of paint in Andy Warhol’s Campbell’s Soup and Vincent and encourage them to share information about small bowls. Have the children dip a pom-pom Van Gogh’s Sunfl owers, and ask the children their work. Give them interesting objects to paint clothespin into the paint and dot it on their paper. which one they prefer and why. Model for them with such as brushes, combs, feathers, cardboard Use one pom-pom per paint color. Ask which by saying, for example, “I like this picture of the tubes and artifi cial fl owers. Ask, “What are you colors they like the most. Have them talk about fl owers because I have those growing in my yard working on?” or “How did you make that? Tell me the designs they are making. CR2.1c and yellow is my favorite color.” CR2.2c about it.” CR2.3c Moo-Moo Art Show Shape Surprise Read “Old MacDonald” with the children. Have the children create individual art using Provide a collection of many sizes and colors of Encourage them to point to the animals and make a variety of materials. Mount art around the pre-cut shapes from construction paper. As the the corresponding sounds. Talk about which classroom. Have the children walk around the children glue the shapes onto paper, ask them to animals are their favorites. CR2.1c room talking and describing the artwork that is share information about their shape collage. You displayed. CR2.2c might ask, “Why did you choose those shapes?” Picture Play or “What did you create with the shapes?” CR2.3c Use old calendar pictures with animals, bright scenery or other engaging pictures, and look at Clay Creations them with the children. Talk about what they like Give the children clay, and encourage them to and what makes them laugh or smile. CR2.1c TEACHER TIP create animals, fl owers or people and then share Encourage the children to notice details in their their creations. Ask questions such as, “How did peers’ artwork such as colors or shapes. you make that? What could you do diff erently? Show me what to do. How did you use the tools? 24-36 months What else could you use?” CR2.3c

Musical Painting Favorite Things At the art easel, provide MP3 players or CD players In a large or small group, ask each child to name with headphones. Have the children listen to TEACHER TIP a favorite color, animal or song. Chart the results. music as they paint at the easel. Provide a variety Add items to the art area for the children to Have the children illustrate their choices, and then of music such as classical, reggae, blues or nature create 3-D sculptures. Include straws, sticks, talk about whose are the same and whose are sounds. CR2.2c diff erent.CR2.2c paper towel rolls and feathers. CR3 domain: cognitive development and general knowledge sub-domain: creative development #131 Strand: MUSIC Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CR3 – The child will use his/her voice, instruments and objects to express creativity.

12-24 months 24-36 months 36-48 months

CR3.1a CR3.2a CR3.3a Imitates sounds using Experiments with Participates in classroom his/her voice or objects. vocalization, sounds and activities with musical musical instruments. instruments and singing to One-year-olds can imitate familiar sounds express creativity. and actions. They babble strings of Two-year-olds are beginning to express word-like sounds as they interact with themselves freely through singing. They others. They can imitate animal sounds and Three-year-olds develop their musical enjoy experimenting with their voices memory through musical activity. They enjoy will confidently tell you that a cow goes and the sounds they can make with “Mooo” or that a doggy goes “Wuff wuff.” singing and using rhythm instruments simple instruments. in group settings.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #131 CR3 – The child will use his/her voice, instruments and objects to express creativity.

12-24 months

Shake with Me Clap Your Hands Streamer Dance Keep a simple beat with a shaker, such as shake Play the song “Happy” by Pharrell Williams Use the plastic lids from ice cream buckets. Cut twice, and ask the children to repeat the sound. or another song with a strong beat. Have the a hole in the middle, then punch smaller holes CR3.1a children clap along to the song. Clap high and around the fi rst hole. Loop ribbon or streamers low, fast and slow, or soft and loud. CR3.2a through the holes and use these as props for Bear Hunt music and movement. Play familiar class favorites Lead a group of children in the song “We’re Going Music Makers or classical music. CR3.3a on a Bear Hunt,” including the sounds of the Make shakers from small plastic bottles or plastic journey and the motions. CR3.1a eggs (closed tightly and sealed with packaging Kazoo Band tape or hot glue). Fill them with small pebbles, Have the children make kazoos. You will need aquarium gravel or pennies. Compare the sounds cardboard tubes in diff erent lengths to make as the children shake and move them. CR3.2a diff erent sounds, wax paper, rubber bands, a sharp pencil or other sharp object to poke holes TECH TIP with, and paint or other art supplies to decorate After leading the group on a “Bear Hunt,” fi nd the kazoos (optional). Cover the end of the images online of several diff erent types of bears, cardboard tube with wax paper and secure it with such as polar bears, koala bears, panda bears or a rubber band. Poke a hole in the side of the tube black bears, and show where they live. using a sharp pencil or other sharp object. Now 36-48 months the children can paint or decorate their kazoos. To play them, put the open end of the tube up to a child’s mouth and hum, or repeat “doo, doo, doo,” to make the kazoo sound. This will take some 24-36 months Conductor practice. Play music and encourage the children One child is the conductor. The others choose an to play along with their kazoos. CR3.3a instrument. Include instruments from other cultures, Toddler Idol especially cultures represented in the classroom. Create a song “die” cube out of a square tissue Play a variety of multicultural musical selections box. Place song titles and picture cues on each from Putumayo’s World Sing-Along CD and play the instruments. When the conductor waves a side of the box. Ask a child to roll the “cube,” and BRIGHT IDEA lead the group in singing the song that results. baton quickly (use a rhythm stick for a baton), For a child has diffi culty blowing in the kazoo, Encourage the other children to join in. Add a toy children play the instruments quickly; when the provide a variety of instruments such as wrist bells microphone for more fun. CR3.2a conductor waves the baton slowly, they play the instruments slowly. CR3.3a or a simple drum to choose from. CR4 domain: cognitive development and general knowledge sub-domain: creative development #132 Strand: DRAMA Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CR4 – The child will use dramatic play to express creativity.

12-24 months 24-36 months 36-48 months

CR4.1a CR4.2a CR4.3a Listens to rhymes, fingerplays Listens and shows interest Participates in dramatic and stories with props. when an adult tells a story play presentations with with props. adult guidance. One-year-olds listen to short stories with bright pictures about familiar topics. Two-year-olds will show interest in Three-year-olds are all about movement! They may turn the pages of a book or a story when familiar props are used, They enjoy watching a teacher act out a point to favorite pictures. because they are “hands on.” Stuffed story with props or puppets and can join in animals and dolls or small toys such with help from the teacher. as balls engage them in a story.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #132 CR4 – The child will use dramatic play to express creativity.

12-24 months 24-36 months 36-48 months

Five Green and Speckled Frogs Story Props Singing Books Create simple props to go along with diff erent Gather props for If You Give a Dog a Donut by Repeatedly use books such as The Cat Came songs and stories. You can use fi ve plastic frogs and Laura Numeroff , and read the story as the children Back by Dahlov Ipcar or The Bear Went Over the a small bowl of water for this song. Sing the song interact with the props. When you are done with Mountain by Iza Trapani, which support singing “Five Green and Speckled Frogs” with the children: the story, provide the children with apples for a the storyline, encouraging the children to sing Five green and speckled frogs snack, as described in the book. CR4.2a along. CR4.3a Sitting on a speckled log Eating the most delicious bugs – YUM YUM! The Napping House Classic Stories One jumped into the pool Make paper doll characters from the story The Retell “The Gingerbread Man.” The children can be Where it was nice and cool. Napping House by Audrey Wood, out of magazine the diff erent characters in the story. The gingerbread Then there were four green and speckled frogs. pictures or drawings. Attach these to heavy paper man can run, run, run away. Retell the story The Ribbit! Ribbit! or cardboard, and tell the story using these Enormous Turnip. Have the children portray the Continue the verses. CR4.1a characters. CR4.2a diff erent characters (farmer, wife, dog, cat, mouse) and have them all pull together to get the turnip out Color Zoo Very Hungry Caterpillar of the ground as they recite the verses. CR4.3a Read the book Color Zoo by Lois Ehlert. Have Create a hungry caterpillar out of a parmesan the corresponding color shapes available for the cheese container with a fl ip-top lid. Decorate the Nursery Rhymes children to match on the fl annel board as you read lid with wiggly eyes to resemble the caterpillar Create prop boxes for the children to act out the story or to hold up when they see the color in the book The Very Hungry Caterpillar by Eric diff erent nursery rhymes. For example, Little Miss or shape they are holding. For example, they can Carle. Have all the foods the caterpillar eats on Muff ett’s props include a dress, a small stool hold up the red triangle for the fox. CR4.1a hand and have the children feed them to the (tuff et), a plastic spider, cottage cheese (curds and caterpillar as you read the story. CR4.2a whey) or just a bowl and spoon. To act out “Jack Be Nimble” give one of the children a baseball hat and a candlestick. CR4.3a

BRIGHT IDEA TEACHER TIP For the child who is having diffi culty matching, Use old or inexpensive gloves to create fi nger introduce only one attribute at a time. Start with puppets for the children. Decorate fi ngertips of color only and then do shapes only. the glove to represent a song. CR4 domain: cognitive development and general knowledge sub-domain: creative development #133 Strand: DRAMA Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CR4 – The child will use dramatic play to express creativity.

12-24 months 24-36 months 36-48 months

CR4.1b CR4.2b CR4.3b When prompted, pretends Spontaneously pretends to Recreates a familiar story to take on the characteristics take on the characteristics of using action and objects (props) of a character or animal as a person, character or animal. individually or cooperatively. part of a group. Two-year-olds enjoy moving and As three-year-olds’ language skills grow, One-year-olds can respond to fingerplays, interacting with others. They may jump they become involved in active story-telling songs and chants with appropriate sounds like a kangaroo or stomp around like a experiences. Given simple props, they can and movement. They can copy animal dinosaur as they sing a group song. act out stories such as “The Three Little Pigs.” sounds in “Old MacDonald Had a Farm” and pretend to “Row Your Boat.”

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #133 CR4 – The child will use dramatic play to express creativity.

12-24 months 24-36 months 36-48 months

Frog Jump BRIGHT IDEA Maisy Goes on Vacation Encourage the children to pretend to be frogs and For a child who has diffi culty hopping, demonstrate After reading the book Maisy Goes on Vacation jump around the room. Sing to the tune of “Are You how the child can move his/her hands and arms by Lucy Cousins, add a suitcase, sun hat, camera Sleeping?”: up and down as an alternative to hopping. and other props to the dramatic play area. Have Be a frog now, be a frog now, the children recreate the story using the props. Hop, hop, hop, hop, hop, hop. You can extend this activity by adding chairs and Can you be a frog now? creating a train. CR4.3b Can you be a frog now? Hop, hop, hop; Let’s not stop! CR4.1b Body Movement Animal Action Have the children sing songs related to animals Trot, Little Pony Play the song “Animal Action” by Greg & Steve. as they perform whole body movement to act Sing this song as the children trot and move to the Encourage the children to participate by following out how the animal moves. You might use, “Baby tune of “Hush, Little Baby”: along with the movements in the song as you Beluga,” “Animal Boogie” or “Six Little Ducks.” Trot little pony, trot to town, model possible movements. CR4.2b CR4.3b Trot little pony, don’t slow down. Hats Froggie Gets Dressed Don’t spill the buttermilk, don’t spill the eggs. Place a variety of hats and jackets in the dramatic Trot little pony, trot to town. CR4.1b Provide pictures and fl annel pieces from the book play area. Encourage the children to pretend Froggie Gets Dressed by Jonathan London. Have Teddy Bear to be someone else such as a fi refi ghter, police the children retell the story using clothing pieces Sing “Teddy Bear, Teddy Bear, Turn Around” and offi cer or construction worker. CR4.2b and pictures from the book. Encourage the children encourage the children to turn and move: Baby Wash to use diff erent voices as they tell the story. CR4.3b Teddy bear, teddy bear, turn around Fill tubs with warm water and bubbles, washcloths Teddy bear, teddy bear, touch the ground Prop Box Stories and baby dolls for the children to wash and care Provide prop boxes in the dramatic play area that Teddy bear, teddy bear, turn out the lights for. You can also add other props like rubber Teddy bear, teddy bear, say, “Good night!” CR4.1b relate to specifi c stories to encourage the children duckies. Provide towels for each child to dry off to retell the stories. For example, a Where the Wild his/her baby. Have baby clothes and diapers Things Are box might include wolf ears, a wooden available for the children to dress the babies after spoon, a small boat, a blanket and wild thing their bath. Talk about how grown-ups wash their masks. CR4.3b TEACHER TIP babies and love and take care of them. CR4.2b Sing the song “Teddy Bear” and use children’s names. You can use a diff erent child’s name on each verse. CR4 domain: cognitive development and general knowledge sub-domain: creative development #134 Strand: DRAMA Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CR4 – The child will use dramatic play to express creativity.

12-24 months 24-36 months 36-48 months

CR4.1c CR4.2c CR4.3c Experiments with Imitates and repeats voice Creates various voice inflections voice inflection. inflections to entertain others. and facial expressions in play.

One-year-olds are experimenting with their As two-year-olds are developing Three-year-olds experiment with their voices voices as they are learning to speak and listening and speaking skills, they can and physical expressions during play. They communicate. They may make high-pitched imitate what they hear others do. They can might use a low voice for Papa Bear and sounds or low growls and raise their voices copy adults as they change the pitch a high voice for Baby Bear. They will watch at the end of a sentence to ask a question. and volume of their voice. your expressions and mimic them as you They are listening to teachers as they model read to them or speak in interesting ways. good communication techniques.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #134 CR4 – The child will use dramatic play to express creativity.

12-24 months

Noise Maker Talent Show Mirror Play Use a toy that makes a sound, such as a truck or Encourage the children to dance, sing or tell a Give the children mirrors to practice creating facial a squeaky animal. After the toy makes a sound, story or joke in front of their classmates. Props expressions for the various characters they portray. mimic the sound and encourage the child to do can include costumes, microphones or stuff ed In a small group, provide the children with a mirror the same. CR4.1c animals. CR4.2c and encourage them to observe themselves. The fl oor-length mirror from the dramatic play area can Voice Changer Tiny Teacher be turned horizontally to allow several children to Collect paper towel rolls and toilet paper rolls, Set up your dramatic play area to be a school. observe their expressions. Ask questions such as, and encourage the children to speak into them to Give the children props such as notebooks, “How do you feel when you hear thunder? When observe how sounds change. CR4.1c pencils and chalkboards with chalk. Encourage you are having fun at a birthday party? How do one child to be the teacher and the other children you feel when you can’t fi nd your favorite toy?” Zoo Time to be the students. CR4.2c Place a variety of stuff ed animals in a row. Have the children respond with a variety of facial Encourage the children to point to the diff erent expressions. CR4.3c animals and identify each one by the sounds it Animal Farm makes. CR4.1c Provide a box of animal costumes, and help the BRIGHT IDEA children create diff erent voices and sounds for For a child who has diffi culty pretending, provide the animals. Read books related to animals. The visual cues with pictures of things a teacher does. children may provide sounds for the animals while 24-36 months Refer to the visual, provide a model for him/her the book is read. Encourage the children to make and then prompt him/her to imitate your actions. animal sounds when reading Brown Bear, Brown Bear by Bill Martin Jr. and Eric Carle. Assign The Three Bears animal roles to each child. CR4.3c Make paper plate puppets to represent the three bears and Goldilocks. Help the children act out 36-48 months the story using diff erent voices for the characters. Practice with them how to make Papa, Mama and Baby Bear voices. Have small groups present the Glad Monster, Sad Monster TEACHER TIP story so others can watch their friends perform. While reading Glad Monster, Sad Monster by Play alongside the children, encouraging them CR4.2c Ed Emberley, have the children diff erentiate their to use various voice tones to represent their tone, pitch and facial expressions to represent the imaginary roles (baby, soft voice; daddy, deep monster’s feelings. CR4.3c voice; monster, loud voice). CR4 domain: cognitive development and general knowledge sub-domain: creative development #135 Strand: DRAMA Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CR4 – The child will use dramatic play to express creativity.

12-24 months 24-36 months 36-48 months

CR4.1d CR4.2d CR4.3d Role plays real behaviors Explores new situations Identifies real and make-believe during play. through dramatic play. situations through dramatic play.

One-year-olds are observant. They As two-year-olds grow and develop, Three-year-olds’ developing watch and mimic familiar behaviors in their they can move and interact with toys and speech and growing awareness enables play such as holding a baby doll or props in a dramatic play area. They put on them to act out more complex themes. They talking on the phone. dress-up clothes or use props such may pretend to visit the grocery store or as a toy stethoscope. act out “The Three Little Pigs.”

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #135 CR4 – The child will use dramatic play to express creativity.

12-24 months

Tea Party Let’s Go Shopping Bird’s Nest Set up a tea party in the dramatic play area. Set up a pretend grocery store and encourage Start with a baby pool covered in brown paper. Provide the children with a teapot, cups, saucers, the children to shop and fi nd certain items to put Add shredded paper and paper maché eggs or cloth napkins and pretend cookies. Model pouring in their bags. Include a cash register, play money large plastic eggs. Have the children sit in the the tea and eating the cookies. CR4.1d and clean, empty food boxes. CR4.2d pool and pretend to be birds. Read Are You My Mother? by P.D. Eastman and discuss how birds Doctor’s Oﬃ ce Leaves Are Dancing build their nest and sit in the nest with the eggs Supply items related to a doctor’s offi ce such as Using fall leaves (either silk or die-cut) and small until the baby birds hatch. CR4.3d a toy stethoscope, doctor’s smock, pressure cuff rakes, have the children rake leaves on the rug. and baby dolls to keep in a prop box. CR4.1d As the children rake, sing “Leaves Are Dancing” Dino Stomp to the tune of “Are You Sleeping?”: Create dinosaur feet from cereal boxes covered Pet Day Leaves are dancing, in duct tape. Use one color for the toes and Provide several stuff ed animals, blankets, plastic Leaves are dancing, another color for the foot. Cover a narrow piece of bowls, dog toys and old pillows for animal beds. All around, all around. cardboard in tape to make a strap and secure this Set up an area where the children can feed, care All the leaves are dancing, to the box. Make the strap adjustable by adding for and play with their animals. Talk about their All the leaves are dancing, VELCRO® dots. Have the children wear the feet animals with descriptive words such as “furry,” On the ground, on the ground. and pretend to be dinosaurs. Play “We Are The “soft” and “cuddly.” Read assorted animal books Have the children then pretend they are leaves Dinosaurs” by Laurie Berkner. CR4.3d such as Corduroy by Don Freeman or Doggies by falling to the ground. CR4.2d Sandra Boynton. CR4.1d

24-36 months 36-48 months

BRIGHT IDEA Little Librarian Living Books For a child who has diffi culty with gross motor Encourage the children to read stories to their Use bulletin-board paper to draw a background tasks, create a set of dinosaur feet using tissue classmates, dolls or stuff ed animals as though scene from a favorite story, such as “The Three boxes that will fi t over his/her shoes. Encourage they were a librarian. Provide simple props such Billy Goats Gruff .” Provide props to support the him/her to walk with the dinosaur feet by modeling as dolls or animals that relate to the story. CR4.2d story and encourage the children to “play inside the action and providing positive feedback as the book.” CR4.3d he/she tries it. CP1 domain: cognitive development and general knowledge sub-domain: cognitive processes #136 Strand: THINKING SKILLS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CP1 – The child will demonstrate awareness of cause and eﬀ ect.

12-24 months 24-36 months 36-48 months

CP1.1a CP1.2a CP1.3a Repeats actions many times Explores the effects that simple Intentionally carries out an to cause desired effect. actions may have on objects. action with an understanding of the effect it will cause. As one-year-olds continue to explore cause Two-year-olds enjoy exploring the effects and effect, they will repeat actions over and that their actions have on objects. They will Three-year-olds are quite confident in their over. They may drop items for teachers to experiment with a ball, bouncing and rolling ability to act on objects. They will squeeze retrieve or turn the handle on a toy to watch it in a variety of ways, or spread paint on a sponge onto the table and watch the an object pop up. This repetition helps paper with a large brush, moving it back drips, or stack a block tower just so they them learn that they can act on objects and and forth. They are learning that different can knock it down. They are gaining an consistently get the same results. actions can have different effects. understanding that certain actions and the resulting effects are within their control.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #136 CP1 – The child will demonstrate awareness of cause and eﬀ ect.

12-24 months

Bang, Bang, Bang Painting Time Straw Painting Place a variety of lids in front of the children. Provide a variety of painting tools such as brushes, You need straws, small eyedroppers and papers Encourage the children to bang the lids together. rollers, stamps and sponges. Show the children in diff erent sizes and colors. Cover the table with a Say, “You’re hitting the lids together. Listen to the how to dip them into the paint and then press tablecloth for easy cleanup. Prepare a few colors sounds you are making.” CP1.1a them on the paper. Talk about the diff erent marks of liquid paint (not too watery) and place them in the tools make on the paper. Ask, “How did you shallow bowls. Introduce the materials and talk What Will Happen make this mark? What did you use?” CP1.2a about what they are and how they are used. For Place a cause and eff ect toy, such as a pop-up example, ask, “What is this straw? What is this for? toy, before one of the children. Encourage the Soupy Sand When do you use it? Have you ever painted with child to interact with the toy to see what happens. Add water to sand and encourage the children to a straw?” Show the children how to drop paint on Ask, “What happens if you push the button? Look! explore the new texture. Talk about what happened the paper and move it around by blowing through You made it pop up!” Have the children take turns. when you added water. Say, “The sand feels the straw. Talk about how blowing through the CP1.1a diff erent, doesn’t it? The water made the sand straw causes the paint to spread across the paper. feel soupy.” CP1.2a Open and Close Ask the children to blow harder and see what Provide several clean plastic containers with lids happens. CP1.3a that are hinged so they open and close easily. Water Wheels Containers that wipes come in work well for this Place a few water wheels in the water/sensory purpose. Show the children how to open and close 36-48 months table along with measuring cups in diff erent the lid. Encourage them to repeat the action. Clap sizes. Pour water in the table. Before the activity, and say, “You did it! Can you do it again?” CP1.1a talk about the children’s prior experience with Let’s Bowl! the water wheels. Discuss what it looks like and Introduce a bowling game in a small group and diff erent ways to spin it such as by blowing on ask if the children have ever played before. If it, spinning it by hand or pouring water over it. 24-36 months there are some children who have never played, Suggest that the children experiment with pouring ask them to guess what they can do with the ball water onto the wheels in diff erent ways – slowly, and pins and how they can play the game. Discuss quickly or all at once. Comment on what the what will happen if they hit the pins with the ball children are doing. Say, “When you poured the Ball Play and then have the children experiment. Also, water, you made the wheel spin. Can you make it Provide a variety of balls to the children. Encourage discuss with the children how they want to spin faster? Or for a longer time?” CP1.3a them to roll, bounce or kick the balls. Talk about arrange the 10 pins to strike them more easily. what they are doing. “You kicked the ball hard! Continue to bowl using a variety of pin Look how far it went!” CP1.2a arrangements. CP1.3a CP1 domain: cognitive development and general knowledge sub-domain: cognitive processes #137 Strand: THINKING SKILLS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CP1 – The child will demonstrate awareness of cause and eﬀ ect.

12-24 months 24-36 months 36-48 months

CP1.1b CP1.2b CP1.3b Asks simple questions. Asks simple questions Expresses beginning to try to understand. understanding of reasoning skills. One-year-olds ask simple questions: “What dat?” – while pointing to objects and people. Two-year-olds will begin to ask simple “why” Three-year-olds show an increased They may ask, “Kitty gone?” when they don’t questions, usually based on requests from understanding as to “why” events occur. see their cat or “Out?” to ask to go outside. parents or teachers. If they hear “Time to go They can respond to simple questions They are developing the thought processes inside,” they may respond with “Why?” They concerning cause and effect, although their necessary to ask “why” questions as well as are trying to understand the reasons reasoning may be faulty. “Why is the kitty the vocal control to use a rising inflection at behind actions. meowing?” “’Cause she wants her mommy.” the end of a phrase to indicate a question.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #137 CP1 – The child will demonstrate awareness of cause and eﬀ ect.

12-24 months 36-48 months

Would You Like This? What’s Inside? How’s the Weather? Sit at a table with play dough in front of you. As You will need several plastic eggs in diff erent Discuss daily changes in the weather and how the children come over, encourage them to ask colors. Give each child an egg and sing this song the children’s routines might change, depending for some play dough. Ask, “Would you like some to the tune of “Who’s Afraid of the Big, Bad Wolf?” on the weather. For example, if it is raining ask, play dough?” Then have the children say to you, and encourage the children to sing along with you: “What special things do we use when it’s raining? “May I have some?” Give the children play dough What’s inside the yellow egg? Raincoat, boots, umbrella? Yes, if it’s raining, we use and supervise play. CP1.1b The yellow egg? our umbrella.” If it’s cold, ask, “Will we need to turn The yellow egg? on a heater today? Why?” CP1.3b Brown Bear What’s inside the yellow egg? Read Brown Bear, Brown Bear by Bill Martin, Jr. Open it and see! CP1.2b Growing a Plant Place a strong emphasis on the questions, being Choose seeds that sprout quickly, such as beans or sure to use a rising tone of voice. This is a sign I Wonder Why peas, and plant the seeds with the children. Place that a question is being asked. Encourage the Read Why?: The Best-Ever Question and Answer the plant in a sunny window and have the children children to recite the questions with you. Ask, Book About Nature, Science and the World help water it regularly. Observe the plant as it “Amy, Amy, who do you see?” Encourage Amy Around You by Catherine Ripley. This book is full grows. Take pictures of the changes in the plant to answer with the name of a classmate, “I see of questions children ask such as “Why do cows every week and/or have the children draw pictures Joshua looking at me.” CP1.1b moo? Why is soap slippery? Why do some people of the plant to display. Encourage the children to use a wheelchair?” Use examples in the book to think about how the plant grows. Talk about why encourage the children to come up with their own the plant needs water and sunlight. Say, “We are questions. Model for them by saying, “Sometimes watering the plant so it will grow,” or ask “Why did I wonder why…” CP1.2b we put the plant in the sunshine?” CP1.3b 24-36 months Toy Inspector Pigeon Needs a Bath Provide toys that have moving parts such as Read The Pigeon Needs a Bath by Mo Willems. wheels or doors or that move in some way. Give Ask questions about the story. “Look at this Making Play Dough children magnifying glasses and pretend tools. picture of Pigeon. Do you think he needs a bath? Make play dough and encourage the children to Place the items on a table and encourage the Why do you think that?” or “Pigeon doesn’t want ask simple questions about the activity. Model by children to explore how the toys move, open or to take a bath. What would you tell him about why asking, “Do you want to know why we are putting make sounds. Ask questions to expand reasoning he should take a bath?” After reading the story in water? It’s so the fl our will stick together to such as, “What do you think makes the door several times, have the children draw pictures of make the dough.” CP1.2b open?” CP1.2b Pigeon taking a bath. Record their responses to “Pigeon should take a bath because…” CP1.3b CP2 domain: cognitive development and general knowledge sub-domain: cognitive processes #138 Strand: THINKING SKILLS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CP2 – The child will use prior knowledge to build new knowledge.

12-24 months 24-36 months 36-48 months

CP2.1a CP2.2a CP2.3a Uses objects as intended. Makes connections between Uses objects as intended objects and ideas. in new activities. One-year-olds continue to build knowledge about their world. They begin to use objects Two-year-olds can connect familiar objects Three-year-olds understand that objects can for specific purposes – drinking from a cup to ideas. They can use an object for multiple be used in a variety of settings. They know or brushing their hair with a brush. They purposes. For example, they can use a that a broom can be used both outside and love to have their own “special items” cup to drink from or fill it with sand. They inside. They understand that chalk can be for these purposes. understand that goggles are used to used on a chalkboard or on the sidewalk. protect your eyes or that a broom is used for sweeping.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #138 CP2 – The child will use prior knowledge to build new knowledge.

12-24 months

Sleepy Time Dance, Dance What Can We Use? Provide each child with a baby doll and Play music with a fast-paced beat and encourage Throughout their play, encourage the children to appropriate props such as a small blanket or a the children to dance along! Say, “You heard the use open-ended items in new ways, a blanket as baby bottle. Show the child how to wrap the baby music playing and it made you want to dance!” a cape for example. As the children are playing in doll in the blanket. Encourage him/her to interact Play a song with a slower beat. Ask, “How does the block area, where they often build roads and with the doll in a variety of ways such as putting this music tell your body to move?” CP2.2a play with cars and trucks, help them role play a the baby down for a nap, feeding the baby, car with a fl at tire. Ask, “What should we do?” The rocking the baby to sleep. CP2.1a Soak It Up children might say, “We should call a tow truck.” In a tub of water, place several items that absorb Respond, “That’s a great idea! But how should we Stirring Practice water – diff erent sizes or colors of sponges, a call? We don’t have a phone here. Is there anything Provide a large plastic bowl and spoon, along washcloth, some large pom-poms. Encourage we could use as a phone?” Have the children look with some large buttons or plastic lids. Make sure the children to soak them in the water and then for an alternative to the phone, like a small unit the buttons and lids are too large to be a choking squeeze the water out. Say, “All these things hold block or a calculator from the math area. CP2.3a hazard. Encourage the children to stir the objects water. How can you get the water out? Right, you in the bowl. Show them how to go around and can squeeze the water back into the tub.” Monitor Let’s Have Dinner around or over and over. The buttons and lids play carefully to make sure the children do not put Set up a table with a tablecloth in the dramatic make an interesting sound when stirred. CP2.1a objects in their mouths. CP2.2a play area. Place a set of cups, plates and silverware on the table. Talk with the children about how they use forks and spoons at home. Model how to use them appropriately at the table. Discuss other ways to use forks and spoons in 24-36 months 36-48 months other play areas. For example, they could be used with play dough or paints in the art area or to dig in the sand table. CP2.3a Laundry Basket Toss Tubes, Towers and Tunnels Add cardboard tubes of diff erent lengths and some Outdoor Painting Provide several pairs of rolled up socks and a masking tape to the block center. Encourage the Take a variety of paintbrushes outside. Provide laundry basket. Encourage the children to toss the children to use the tubes in a variety of ways. Show water for the children to “paint” with. The children socks into the basket. Talk about how the socks them how to use tape to attach the tubes to blocks can paint on any available surface because the are like a ball: they are round and we can toss or to each other. They can stack the tubes high or water will evaporate. CP2.3a them. Ask the children to think of other things tape them to blocks to make towers. They can they could use as a “ball” to toss in the basket tape them end to end to make tunnels. CP2.3a such as crumpled up paper or a sponge. CP2.2a CP2 domain: cognitive development and general knowledge sub-domain: cognitive processes #139 Strand: THINKING SKILLS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CP2 – The child will use prior knowledge to build new knowledge.

12-24 months 24-36 months 36-48 months

CP2.1b CP2.2b CP2.3b Imitates simple actions, Demonstrates imitation skills, Uses observation and imitation gestures, sounds and words. including imitation of peers. to acquire knowledge.

One-year-olds are growing in their abilities Two-year-olds’ abilities to imitate sounds Three-year-olds are growing in their to imitate. They can repeat simple and actions are increasing. They can observation and imitation skills. They learn by fingerplays, such as “Itsy Bitsy Spider,” follow along with simple activity records and watching carefully and copying the actions along with hand motions and they can eagerly copy the actions of their teachers or of others. For example, they listen to the respond to requests to repeat words and friends in games such as Follow the Leader. teacher say, “Time to go inside,” and they phrases: “Can you say ‘thank you’?” copy other children as they run to line up.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #139 CP2 – The child will use prior knowledge to build new knowledge.

12-24 months 36-48 months

Marching All Around Can You Do It? Going to the Grocery Store Sing this song with the children to the tune of Read Head to Toe by Eric Carle and point to the Place props throughout the classroom so the “The Farmer in The Dell” and encourage them to diff erent animal actions illustrated on each page. children can act out familiar roles such as being follow your motions: Then read the book a second time and model in a grocery store, at the dentist or at a birthday We’re marching all around, the action for each animal. Say, “I am a monkey. party. Place baskets, shopping bags, a cash We’re marching all around, I can swing my arms. Can you do it?” Encourage register and pretend food on a shelf. Cut paper Hi! Ho! The Derry-O! the children to respond, “I can do it,” and swing to represent money. Encourage the children to We’re marching all around. their arms, copying your motions. The third time share their experiences with grocery shopping. Change the words to other actions such as you read the book, choose several children to They can pretend that they are a mother or a jumping, twirling, walking or stomping and invite demonstrate the actions and have the rest of the father who is shopping. Assign one child to be the children to follow along. CP2.1b class follow along. Add a variation by imitating a clerk and talk about what they see the clerk sounds. Say, “I am a monkey and I go ‘oooh- do at the grocery store. Help them role play the ooooh-ooooh!’ Can you do it?” CP2.3b sequence of events. For example, the clerk greets customers, scans grocery items, puts them in a Body ABC’s bag, asks you to pay, gives you a receipt. Model Show the children how to make various letters of language they might hear, such as, “Cash or credit, the alphabet with their bodies, either individually Ma’am?” CP2.3b 24-36 months or with a few other children. For example, hold both arms straight out to the side to make the Old MacDonald letter “T” or curve both arms around to make a While singing “Old MacDonald Had a Farm,” have Follow the Leader “C.” Encourage four children to work together to the children imitate the action and sound of the Model how to play Follow the Leader. Walk make a letter “E” by lying on the fl oor. Alphabet named animal. CP2.3b around the room and encourage the children to Fun: Making Letters with Your Body by Isabel follow you in a line. Say, “Watch me and go where Thomas gives you many examples of both upper I go.” Make it harder by adding actions. Clap your and lowercase letters. Leaving the book out hands, wave or extend your arms to the sides. for the children to look at during center time Next, choose a child to be the leader and model encourages individual exploration. CP2.3b TEACHER TIP following him/her with the other children. CP2.2b Sing songs requiring the children to imitate your movements and the sounds you make. Some examples are “Tooty Ta,” “We’re Going on a Bear Hunt,” “Old MacDonald Had a Farm,” “The Wheels on The Bus” and “Oh, Mr. Sun.” CP2 domain: cognitive development and general knowledge sub-domain: cognitive processes #140 Strand: THINKING SKILLS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CP2 – The child will use prior knowledge to build new knowledge.

12-24 months 24-36 months 36-48 months

CP2.1c CP2.2c CP2.3c Realizes that people or objects Understands that familiar Identifies familiar objects and still exist even when out of view. objects and people do not people in new situations. change when child is One-year-olds have developed the concept Three-year-olds can remember objects of object permanence – that objects exist separated from them. and familiar people even in unfamiliar even though you cannot see them. They surroundings. They may eagerly call out will lift a blanket to find the toy bear Two-year-olds can understand that being “hello” to their teachers when they spot underneath or ask about Daddy when away from an object or person does not them in the grocery store or recognize their he leaves the room. cause it to change. Examples: “Mommy is favorite toy on the shelf in the toy store. still Mommy when she returns from work to pick me up,” and, “My favorite toy is still in the classroom each time I come back.”

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #140 CP2 – The child will use prior knowledge to build new knowledge.

12-24 months

Where Did It Go? We Miss You Cards Where Did You See It? Place an item such as a small doll or ball in When a classmate or a teacher is absent, Ask the children to bring real and found objects front of one child and ask, “See the ball? Now encourage the children to draw pictures or to school to share with the class; for example, watch.” Place the ball underneath a blanket or create cards for their friend. Say, “Juanita isn’t something they collected or used during the cup and ask, “Where did it go?” Encourage the here today, but I know she would like to see a summer break like sea shells, rocks, beach sand child to look for the object. If he/she doesn’t picture you drew for her.” Write the children’s or swim goggles. Before each child introduces show an interest in looking, uncover the object dictation on the picture. You could also sing this what he or she brought, have the child hide the yourself and say, “Here’s the ball. It was under the song to the tune of “The Farmer in the Dell”: object in a basket with a cover. Have the other blanket.” Let children take turns. CP2.1c We wish her well, children ask questions about the object and guess We wish her well, what it might be. After opening the cover, the child Peek-a-Boo Juanita is not here today, can talk about where he/she found it or where he/ Sit facing the child. Talk to the child so he/she is We wish her well. CP2.2c she used it. Ask the class if anyone else has seen looking at your face. Use your hands or a small one of these before, and where. CP2.3c blanket to place between you and the child. Say, “Peek-a-boo!” or “Where’s baby?” and move the My Grammy Came to School! blanket away quickly so the child can see you Invite visitors to the classroom on a regular again. Repeat as long as the child is engaged. basis. For example, on Grandparent’s Day, CP2.1c 36-48 months invite grandparents or other older adults in the children’s lives to visit. Encourage the children to introduce their grandparents to the class and Who Uses This? tell some things about them such as what their 24-36 months job is or what they like to do together. On other Gather several familiar items that can be easily occasions, invite people from the community to related to specifi c tasks, people or occupations: a visit the class: a fi refi ghter, a nurse or the school toy stethoscope, a whisk, a computer keyboard, secretary. Talk about what they do when they are Our Class a fl ashlight, a hammer or a toothbrush. Show not visiting your room. Create a class book with Create a book with photos of the children in the the children the items one at a time and ask, photos of the children and of their caregivers classroom. When discussing who is present that “Who uses this?” The children will have various at work if possible. Write on each page, “When day, ask, “Who is not here today? That’s right. responses depending on their background and (child’s name) is at school, his/her (mommy, Jason is not at school today.” Show the children experience. For example, when shown the whisk, grammy, daddy) is at work.” CP2.3c Jason’s picture. Say, “He’s at home. He will come some children might say, ”Mommy uses that in the back to school tomorrow.” CP2.2c kitchen.” Others might respond, “That’s what they use on TV when they cook.” CP2.3c CP2 domain: cognitive development and general knowledge sub-domain: cognitive processes #141 Strand: THINKING SKILLS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CP2 – The child will use prior knowledge to build new knowledge.

12-24 months 24-36 months 36-48 months

NO CP2.2d CP2.3d INDICATOR With adult prompting, uses Uses clues and sequence clues to make predictions. of events to infer and predict what will happen next. Two-year-olds can make simple predictions following clues given by an adult. Three-year-olds can use clues to predict what will happen next. They can respond to questions from a teacher: “Look at the picture. The little boy has an umbrella. What do you think will happen? Why?”

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #141 CP2 – The child will use prior knowledge to build new knowledge.

24-36 months 36-48 months

Mix It Up Who Will Help Me Make the Bread? What Comes Next? Provide two colors of paint. Show the children how Before reading the story “The Little Red Hen,” use Read I Went Walking by Sue Williams, pausing to use the brush to mix the paints on the paper. a variety of props to spark the children’s curiosity. before turning each page to give clues about the Comment on what is happening. Say, “Look, the For example, bring in a loaf of unsliced bread and next animal. After reading the phrase, “What did paints are mixing together on your paper. They are ask, “Do you know how this bread is made? Let’s you see?” say things like, “This animal is big and making diff erent colors.” Give each child a third read a story about a little red hen and fi nd out.” As brown and you can ride on it.” Have the children color of paint. Ask, “What do you think will happen you read the story, emphasize the sequence of look carefully at the pictures to get a clue about if you add another color to your painting?” CP2.2d events. Recap often. For example, say, “First she the next animal. For example, on the page before planted the seeds, then she watered them. What the horse, you can see a tip of the tail. CP2.3d Wheelies did she do next?” The children should answer, You will need several small-wheeled vehicles as “She harvested the wheat.” Create pictures of Peek-a Who? well as wooden table blocks and rocks from the the sequence. During small group time, ask the Read Peek-a Who? by Nina Laden. This lift-the-fl ap science center. Using masking tape, make a road children to put the pictures in order. CP2.3d book uses word cues and rhyming to help children on the fl oor or carpet. Tell the children they are make predictions about the animal that is hiding. going to use the blocks or rocks for cars and have For example, “peek-a-moo” gives children the hint the children push them along the road. Have them that a cow is under the fl ap. Ask, “What animal is experiment. Then show them the toy cars. Ask, hiding? What makes you think so?” CP2.3d “Will it be easier to push these cars? Why?” CP2.2d Tasting Fruit Cut an orange and grapefruit into sections. Have the children taste each one and describe it. Was it sweet? Sour? Pour a small amount of orange TEACHER TIP juice and grapefruit juice into clear cups. Have the Make a series of picture cards that show events TEACHER TIP children predict if each juice will be sweet or sour. in your daily schedule and put them in order on Be sure that prediction activities use children’s Ask, “How do you know?” Have them sip the juice the wall or bulletin board. Periodically throughout prior knowledge of objects and events. They to test their prediction. CP2.2d the day ask the children what the next activity is must have some basis for prediction. Asking in the daily routine. For example, what comes them to “predict” the next event in an unfamiliar Box Play after music and movement? This is particularly story is just guessing. They have no knowledge Provide boxes of all sizes. Encourage the children to important in the beginning of the year and for to base their prediction on. Before asking the build things with the boxes or stack them inside each children who just started the school. Make sure children to predict, ask yourself, “Have I provided other. Guide the children by saying, “We can stack to give notice in advance, to help children them with experiences that give them information blocks. What happens if we stack boxes?” CP2.2d transition to the next routine or activity. to make this prediction?” CP2 domain: cognitive development and general knowledge sub-domain: cognitive processes #142 Strand: THINKING SKILLS Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CP2 – The child will use prior knowledge to build new knowledge.

12-24 months 24-36 months 36-48 months

NO CP2.2e CP2.3e INDICATOR Discusses why things occur. Discusses how new learning related to concrete objects is Two-year-olds may be able to talk about why things happen. They can decide that a based on prior knowledge. girl in a picture is wearing a coat “because it is cold.” They need simple, concrete Three-year-olds are beginning to verbalize examples and lots of modeling from their how new learning is related to something teacher to make the connection between they already know. They may recognize the event and the cause. characters from stories – “That’s Pigeon! He was in the other book we read!” Or they can explain how they used the new art materials: “That’s like chalk. We have that on the playground.”

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #142 CP2 – The child will use prior knowledge to build new knowledge.

24-36 months 36-48 months

Why Did That Happen? Pasta Bracelets Trikes to Bikes Gather pictures of events such as a child putting Provide the children with uncooked, short pasta Read The Bike Lesson by Stan and Jan Berenstain. on a coat or a dog barking. Look at the pictures such as rigatoni. You can color the pasta with In this book, Small Bear learns how to ride his new with the children and ask, “Why do you think she food coloring fi rst if desired. Also provide lengths bike from Papa Bear. After reading the book, talk is putting on a coat?” or “Why is the dog barking?” of yarn. Tie one end of the yarn to one piece of about the children’s experiences with tricycles CP2.2e pasta and show the children how to thread other and/or bicycles. Ask, “Do you think riding a bike pieces of pasta onto the yarn bracelet. Encourage is the same as riding a tricycle?” Talk about sitting Baby Talk them to talk about stringing other items. Ask, on a seat, holding the handlebars, pedaling and Provide baby dolls and interact with the children “How is this like when we string beads?” or steering. Then discuss, “How is it diff erent? Riding and their dolls by asking questions and making “Remember when we made bird feeders with on only two wheels, you have to balance and use comments. You might ask, “Oh, is your baby crying? cereal? How is this the same?” CP2.3e a diff erent way to stop.” CP2.3e Why is your baby crying? Do you think she’s hungry? If she’s hungry, what could you do?” CP2.2e Button and Snap Read Now I’m Big by Karen Katz. Provide items Paper Towel Art to button and snap. Talk about learning to button. You will need liquid watercolor paints or water Ask, “Who showed you how to button? What do colored with food coloring in two or three diff erent you have to remember to do when you button? colors. Place the colors in small containers using When you were little, did someone else button spoons or droppers. Cover a tray with several for you? What are you learning to do now?” Talk layers of newspaper and then a layer of paper about tying shoes or using zippers. CP2.3e towels. Show the children how to drop the paints onto the paper towels. Talk about the colors What’s in the Bag? spreading and mixing together. Say, “We didn’t Secretly place an everyday item like a key, pen, TEACHER TIP have any orange paint. I wonder where the or spoon in a paper bag and give diff erent clues Help the children make connections between orange color came from?” CP2.2e to the children, who will then try to guess the stories and their own experiences. For example, item. You might say, “It is made out of wood. We before reading The Rainbow Fish by Marcus Feelings keep it in the dramatic play area. We use it to Pfi ster, encourage the children to connect the Provide books, pictures or homemade picture stir lemonade. Do you have a guess?” Be sure to story to their experiences by asking, “Have you cards of various facial expressions. Identify and allow time between each clue for refl ection. Start ever been to an aquarium? What kinds of fi sh do discuss each feeling shown. Discuss why the off with a set of very common objects. Later, begin you see there?” If you have previously taught the individual in the picture may be feeling sad, adding more unique items. You can do this activity class about farms and now you are reading a happy, surprised, excited, scared or angry. CP2.2e indoors or outdoors. CP2.3e book on farm animals, ask the children what they remember about farms and farm animals. CP3 domain: cognitive development and general knowledge sub-domain: cognitive processes #143 Strand: PROBLEM SOLVING Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CP3 – The child will demonstrate problem-solving skills.

12-24 months 24-36 months 36-48 months

CP3.1a CP3.2a CP3.3a Interacts with a toy or Experiments with familiar Demonstrates multiple uses for object to solve a problem. objects to solve problems. objects to solve problems.

As one-year-olds gain more control of Having lots of open-ended and hands-on Three-year-olds begin to show movements and demonstrate beginning materials encourages two-year-olds to inventiveness and flexibility as they try to balance and control, they can interact with experiment with different solutions to solve problems. They substitute one object objects to solve problems. For example, problems. They will turn a puzzle piece in for another, such as using a wooden spoon they can get a stool to reach a toy or use different directions to see if it will fit or try as a drumstick or wrapping a towel around a stick in the sandbox when there alternate ways to position it. This exploration their shoulders to make a superhero cape. are no shovels. gives them many different strategies This early representational thinking is an for solving problems. important developmental step.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #143 CP3 – The child will demonstrate problem-solving skills.

12-24 months

How Can I Get It? Using Tongs We Need More Cars! Place an object slightly out of reach, such as in On a tray in front of one of the children, place a bowl Encourage the children to fi nd multiple uses for a tunnel or in a box. Encourage the children to and a few other items such as a plastic LEGO,® a objects. For example, in the block area, if the fi gure out how to get the item. CP3.1a large bottle cap, a rock, a shell or a clothespin. Give children need more cars, help them brainstorm by him/her a pair of kitchen tongs and demonstrate asking, “What else can we use as a car?” Small Will This Fit? how they work. Encourage the child to pick up the blocks, LEGO®s or a cereal box from the dramatic In front of the children, place a container with an items and place them in the bowl using the tongs. play area are some ideas. The children may create opening in it, such as a cup with a lid that has Have the children take turns. CP3.2a structures in various ways as well. Provide lots of a hole. Provide a variety of objects to put into open-ended materials such as cardboard boxes the container. Include objects that are slightly Bottle Fill and tubes. CP3.3a too large, some that fi t the opening and others Provide a container, such as a plastic peanut butter that must be turned a certain way to fi t, such as a jar or water bottle, and a variety of objects for the Mix It Up clothespin, for example. Encourage the children children to fi t into the container. Encourage the Fill a bowl or tub with water and add a few drops to try each item in multiple ways. CP3.1a children to add and remove the items. Some items of child-safe liquid soap. Give the children a variety will be easy to put into the container but diffi cult of objects such as a wooden spoon, a whisk or to get out. CP3.2a a rotary beater (the old-fashioned kind with a handle you turn to make the beaters spin). Show 24-36 months the children how to stir or mix the water to make bubbles. Talk about which item is easiest to use and which one makes the most bubbles. CP3.3a Sandbox Scoopers 36-48 months Remove typical sandbox toys like shovels and rakes and replace them with spoons and paper towel rolls. Encourage the children to use the new Toy Shop TEACHER TIP tools to scoop and dig in the sand. CP3.2a Provide recyclable materials such as plastic bottles, It’s tempting to jump in and solve problems for the children. It’s better to off er encouragement and Chopsticks and Noodles paper plates, boxes, cardboard tubes or straws. Encourage the children to make their own toys verbal support. Give suggestions or ask Under close supervision, provide wooden with these materials. Help them think through questions to focus the child on a specifi c part of chopsticks and a bowl holding cut pieces of yarn. the steps. For example, ask, “What can we make the problem. For example, as a child is trying to Demonstrate how to pick up the “noodles” using using this big box?” If a child wants to make a car, fi t pieces in a puzzle, you might say, “I see the the chopsticks. Encourage the children to use the ask, “Will you have a seat in your car?” or “What dog’s tail. Where should it go?” or “If the piece chopsticks to pick up the “noodles.” CP3.2a could you use to make the wheels?” CP3.3a doesn’t fi t, can you turn it around?” CP3 domain: cognitive development and general knowledge sub-domain: cognitive processes #144 Strand: PROBLEM SOLVING Georgia Early Learning and Development Standards gelds.decal.ga.gov 12-48 months Standard: CP3 – The child will demonstrate problem-solving skills.

12-24 months 24-36 months 36-48 months

CP3.1b CP3.2b CP3.3b Solves a simple problem Tries several methods to Tests different possibilities successfully with solve a problem before asking to determine the best solution adult assistance. for assistance. to a problem.

One-year-olds are increasing in their Two-year-olds are becoming more Three-year-olds are able to ask questions to problem-solving abilities. They ask for adult independent at solving problems. They help them solve problems. They may explore help with gestures or sounds. For example, will try several things on their own before several different possibilities before deciding they may look toward their teacher and say asking for assistance. They may reply, “Me on a solution. For example, a group of “Uh, uh” when they can’t get the music box do it” when asked if they need help. children using water on the playground fill up to work. They will watch carefully and try to a bucket, but realize it is too heavy to carry. imitate the actions needed to solve They eventually decide to fill cups with water the problem. to get to the other area of the playground.

INDIVIDUALIZE YOUR TEACHING – Let skill level, not chronological age, be your guide in introducing skills to children. Two examples: 1) If a 36-month-old child is struggling with the 24-36 months skill, guide him/her in mastering the 12-24 months skill on the left. 2) For a 24-month old child who has mastered the 24-36 months skill, introduce the 36-48 months skill on the right. #144 CP3 – The child will demonstrate problem-solving skills.

12-24 months 24-36 months 36-48 months

You Can Do It! Sand Hunt Constructing Houses During meals and snack times, provide each child Bury several small toys in the sand table. Provide Read “The Three Little Pigs” a few times until with a child-size spoon and encourage him/her a variety of tools such as spatulas, scoops the children are familiar with the story. Introduce to feed himself/herself with it. If a child has trouble, and spoons so the children can dig and scoop a new concept of houses by opening a suitcase hold the spoon for the child to help guide it. the sand and retrieve the toys. Encourage the full of straw, sticks and bricks. Have the children CP3.1b children to try diff erent methods of digging and explore the materials by looking, touching, feeling scooping. Narrate what they are doing. Say, and smelling. Compare and contrast the materials Bottles and Pins “You’re using the spatula to dig. It’s scooping up used by the pigs. Discuss characteristics of the Provide a sturdy, plastic bottle with a medium- lots of sand.” CP3.2b materials and how well each will withstand huffi ng size top and some wooden clothespins without and puffi ng. Explore other ways of building the springs. Show the children how to turn the Pom-Pom Eggs strongest house with the most protection. Extend clothespins lengthwise and drop them into the Gather six to 12 extra-large pom-poms in diff erent the play and discussion to the block area while bottle. Then demonstrate how to shake the bottle colors. Paint the inside of each section of a building houses with the materials. CP3.3b so the clothespins will fall out. Stand nearby to cardboard egg carton the same color as each of off er assistance and affi rmation. CP3.1b the pom-poms. Encourage the children to fi nd the Noodle Hockey section of the carton that matches and put the Cut a pool noodle into manageable lengths Ball Roll pom-pom “eggs” in the carton. CP3.2b and provide a small, lightweight ball. Show the Sit facing a child, feet apart with the soles of children how to strike the ball with the noodle your feet touching his/hers. Now roll a small ball Cup Stack and direct it toward a goal. You can turn a box toward the child and encourage him/her to roll it Provide several heavy-duty plastic drinking cups on its side with the open end acting as the goal. back. If the child has diffi culty, coach the child by or clean, empty yogurt containers. Show the Encourage the children to experiment with the name, saying, “Push the ball hard, Katey, to get it children how to stack the cups in a variety of best ways to strike and aim the ball. CP3.3b to roll to me.” CP3.1b ways. How high will the stack be? Can they make a pyramid stack? CP3.2b Testing the Writing Tools People Puzzles Give the children a sheet of waxed paper and Take a photo of each child playing. Print it and several writing or drawing tools like chalk, water- cut it into three or four pieces. With guidance, based markers, crayons and tempera paints. Tell encourage the children to put their picture back them you are trying to fi gure out which of these together. CLL3.1b will be the best choice for writing on the paper. Have the children test each one and compare BRIGHT IDEA the results. What happens when they draw with To make the cups easier to stack and balance, crayons? What about markers? Does the color tape the fi rst row to the table. stay? Is it bright? Does it smear or run? CP3.3b BRIGHT BRIGHT IDEAS PHYSICAL/MOTOR IDEAS The adaptations noted here help ensure that children with Georgia Early Learning and Development Standards #1 disabilities receive learning opportunities and experiences gelds.decal.ga.gov 12-48 months that support their unique needs.

Common Environmental Daily Schedule or Challenges Adaptations Materials Adaptations Diffi culty grasping Maintain proximity to provide support to the child as he/she explores Provide materials that are easy for the child to grasp using the palm or manipulating the environment. (palmar grasp). Examples are small blocks, large crayons, soft rattles, materials soft books and small soft baby dolls.

Diffi culty Place toys on a variety of shelving levels and on the fl oor Facilitate play by modeling the toy’s function, for example, rolling a accessing or so that the children can easily reach them. ball, or pushing the button on a cause and eff ect toy. Assist as the playing with toys/ child performs the function of the toy by gently placing your hands materials over his/her hands and guiding him/her in making the movement.

Diffi culty sitting, Be sure that all furniture is stable for use as the child pulls to stand Be fl exible in positioning to encourage the child to sit in a manner that standing or and walk. is most comfortable for him/her. This may mean adapting equipment moving around so that it properly supports the child. With parental consent, consult the classroom with a professional before making any adaptations to equipment.

Diffi culty using Sit near the child during feeding times to support him/her when using Throughout the day, provide practice opportunities to the child for feeding utensils utensils. Provide hand-over-hand modeling then prompt the child to try. grasping utensils and bringing them to his/her mouth. Snack time is a Give positive feedback when he/she uses the utensil independently. natural practice time. In dramatic play, you can also encourage him/her practice with pretend food.

Diffi culty Move outdoor materials to be within reach and stay close by. To assist Maintain proximity to the child while outdoors to give support when accessing the children who have diffi culty accessing outdoor equipment, provide accessing equipment. When possible, assist the child in completing materials/ physical support. For example, you can slide down the slide with the the activity safely. For example, if the child wants to slide, place him/ equipment child in your lap, or place the child on the slide and help him/her go her near the end for a shorter ride and securely hold his/her trunk. outside down while keeping your hands around his/her trunk.

evelopment S tandar ds #1 BRIGHT IDEAS PHYSICAL/MOTOR

THINGS TO CONSIDER: A child may have difficulty moving, coordinating and balancing but teachers can still structure nearly all play activities to compensate for physical difficulties. The children with motor difficulties may need to participate from another perspective, such as crawling difficulties, walking, or using a wheelchair instead of walking. Be sure that floor pathways are clear of debris and clutter. Be sure that furniture is stable and heavy equipment is secured. Expect to offer multiple experiences in order for children with motor difficulties to master a physical concept or skill. Seek out support (with parental consent) from professionals with training in physical development. Before making individualized adaptations, consult the child’s family, and with permission, their therapist or physician. With parental consent, therapists supporting the child can help identify both high-tech and low-tech adaptations to assist with positioning or other difficulties that affect participation in physical activities. Be aware of health and safety concerns. BRIGHT BRIGHT IDEAS COGNITIVE IDEAS The adaptations noted here help ensure that children with Georgia Early Learning and Development Standards #2 disabilities receive learning opportunities and experiences gelds.decal.ga.gov 12-48 months that support their unique needs.

Common Environmental Daily Schedule or Challenges Adaptations Materials Adaptations Diffi culty Be sure to provide a variety of materials at varying developmental Be sure that materials are balanced between those that the children can selecting and levels. Rotate materials on a regular basis to maintain interest. use independently and those that may require support from a teacher playing with to use as intended. materials

Diffi culty Consider grouping the children in small groups instead Be sure that group time is short and includes high-interest activities. engaging in of one large group. Pair most activities with movement and/or props. group time

Diffi culty Avoid transitioning as a whole group. Build transition warnings, such as Add a visual schedule, one with pictures representing each of the day’s transitioning from setting a timer, ringing a bell/chime or humming a song. routines. Allow the children to fl ip routines over when they are “all done” one activity to and help them to identify what is next. another

Diffi culty passing Break tasks down into small steps. For example, show the child how to Provide more time to complete the task. Provide materials with knobs or things from one start by holding an object with one hand and moving it across midline. handles that are easier to grasp. This will allow the child to concentrate hand to another Once the child completes this step, add in how to grasp with the other on the motor task of passing from one hand to another. hand.

evelopment S tandar ds #2 BRIGHT IDEAS COGNITIVE

THINGS TO CONSIDER: The children differ in both the rate they gain knowledge and also in the way they remember and understand. Always have materials that support varying levels of development accessible. Have materials on hand that support a variety of learning styles – visual, auditory and tactile. These help enhance understanding and promote participation in activities that might have been difficult otherwise. Some of the children may need expanded opportunities to use concrete representations in order to grasp concepts. Break complex concepts into smaller achievable steps. Provide clear directions and verbal or physical prompts. Provide many opportunities for repetition, practice and for applying new knowledge. Seek out support (with parental consent) from professionals with training in cognitive/neurological development, such as special educators and physicians. BRIGHT BRIGHT IDEAS SOCIAL/EMOTIONAL IDEAS The adaptations noted here help ensure that children with Georgia Early Learning and Development Standards #3 disabilities receive learning opportunities and experiences gelds.decal.ga.gov 12-48 months that support their unique needs.

Common Environmental Daily Schedule or Challenges Adaptations Materials Adaptations Diffi culty Provide a variety of seating options. Be sure that group time is developmentally appropriate in activity engaging in and length. group time

Diffi culty calming Acknowledge the child’s feelings (example: “I see you’re sad. You’re Maintain a consistent classroom routine. Post a visual schedule at the down once crying and upset because your friend has something you want.”) children’s eye level. Plan for schedule changes and talk about them with becoming upset Provide support based on the child’s wants/needs (example: back the children in advance. (>8-10 minutes) rubs, hugs, sitting/standing near the child). Model and encourage calming strategies (such as deep breathing).

Diffi culty Label the diff erent areas and materials throughout the classroom Use one to two word phrases, simple gestures or visuals to support the expressing wants with pictures and words. Encourage the child to refer to the labels as child’s attempts to communicate (example: signing “more” when he/she and needs appropriate if he/she is having diffi culty communicating. Incorporate wants more snack). simple gestures as appropriate.

Diffi culty Maintain proximity to support the child as he/she transitions from one Post a visual schedule at the childrens’ eye level. Refer to the schedule following routine to the next. Provide individualized transition warnings and throughout the day. This child may require advanced notice of a change routines encourage and support the child to refer to the visual schedule as in activity/routine. You may take him/her to look at the schedule and appropriate. explain what is happening next before you share it with the whole group. Consider allowing this child to turn the visual for one routine over when it is complete.

evelopment S tandar ds #3 BRIGHT IDEAS SOCIAL/EMOTIONAL

THINGS TO CONSIDER: Many of the children acquire the majority of social-emotional skills through observation and practice. There are concepts related to social-emotional competence that children must be taught and given the opportunity to practice in order to become fluent. These include problem solving, emotional regulation (calming down, impulse control, etc.) and emotional literacy (labeling emotions appropriately). Some children require repeated, intentional and explicit teaching to understand many social-emotional concepts. Provide various opportunities for children to practice social-emotional skills with adult guidance and support. Resources for teaching practices that promote social-emotional competence can be found at www.csefel.vanderbilt.edu. Seek out support (with parental consent) from professionals with training in social-emotional development, such as special educators, therapists and developmental pediatricians. BRIGHT BRIGHT IDEAS SENSORY IDEAS The adaptations noted here help ensure that children with Georgia Early Learning and Development Standards #4 disabilities receive learning opportunities and experiences gelds.decal.ga.gov 12-48 months that support their unique needs.

Common Environmental Daily Schedule or Challenges Adaptations Materials Adaptations Diffi culty navigating Be sure that pathways are Keep materials in the same place. When the classroom unobstructed and consistent. When changes are necessary, prepare the child by THINGS TO CONSIDER: environment (vision) changes occur, help the children walking with him/her to the new location and navigate through the changes. having him/her feel where the materials are located as you describe referents. Before making individualized adaptations Diffi culty transitioning Provide additional time for the child to Provide auditory and/or visual warnings before from one activity to complete the transition and provide transitions (avoid blinking lights). For some to the environment or another (vision or individualized transition warnings as children, you may need to provide an individual activities, seek out support hearing) appropriate. advanced warning before the group warning. (with parental consent) from professionals with Diffi culty accessing Materials should be labeled to ensure Maintain proximity so that you can help the materials (vision) they are found and returned to the children navigate the area and describe the training in vision and/ same place. materials they are selecting. Help them use or hearing development, materials successfully with hand-over-hand assistance and modeling. such as ophthalmologists, physicians and teachers Diffi culty engaging in Provide visual/auditory cues that tell Ensure that group time is short and includes group time (vision or the children what to expect during developmentally appropriate activities. of children with sensory hearing) group time. impairments.

Diffi culty expressing Provide additional time for Provide visuals and teach simple gestures to wants and needs communicating. help the child communicate. (hearing)

evelopment S tandar ds #4 BRIGHT IDEAS LANGUAGE/COMMUNICATION

Common Environmental Daily Schedule or Challenges Adaptations Materials Adaptations Diffi culty expressing Label the diff erent areas and Use visuals and/or simple gestures to help wants and needs materials throughout the classroom the child communicate. THINGS TO CONSIDER: with pictures and words. Encourage the child to refer to the labels as Language and communication fl uency appropriate if they are having diffi culty develop at diff erent rates for all communicating. Incorporate gestures children. as appropriate. There are many variables that may impact a child’s ability to communicate Diffi culty labeling Label familiar people and objects in Place pictures of familiar people/objects in effi ciently and eff ectively. familiar objects/people the environment with simple language the environment at the childrens’ eye level (example: “ball,” “Ms. Susan” or “dog.”) and encourage exploration and labeling The children that have diffi culty with simple language. communicating are often frustrated and may display aggressive behaviors. By providing the children with as many modes to communicate as possible, you will increase their ability to get their needs/wants met. This card contains a few high frequency signs/gestures that you may use in your classroom. Before making individualized More All Done Daddy adaptations to the environment or activities, seek out support (with parental consent) from professionals with training in speech and language development such as speech language pathologists and physicians.

Play Mommy

evelopment S tandar ds BRIGHT BRIGHT IDEAS LANGUAGE/COMMUNICATION IDEAS The adaptations noted here help ensure that children with Georgia Early Learning and Development Standards #5 disabilities receive learning opportunities and experiences gelds.decal.ga.gov 12-48 months that support their unique needs.

ALPHABET A B C D E F G H I J K L M A b c d e f g h i j k l m N O P Q R S T U V W X Y Z n o p q r s t u v w x yz

evelopment S tandar ds #5 BRIGHT IDEAS LANGUAGE/COMMUNICATION

NUMBERS 0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20

evelopment S tandar ds My Activities Teacher Name: Georgia Early Learning and Development Standards ______gelds.decal.ga.gov

choose your children’s age range choose the domain for your activity Children’s Age: 0-12 12-24 24-36 36-48 48-60 Children’s Age: 0-12 12-24 24-36 36-48 48-60

CD CD CD CD CD CD CD CD CD CD Domain: PDM SED APL CLL MA SS SC CR CP Domain: PDM SED APL CLL MA SS SC CR CP ______

use the spaces above and on the back to make note of activities you created that worked well with the children you teach Permanent markers work best for writing on these cards My Activities Teacher Name: ______

Children’s Age: 0-12 12-24 24-36 36-48 48-60 Children’s Age: 0-12 12-24 24-36 36-48 48-60

CD CD CD CD CD CD CD CD CD CD Domain: PDM SED APL CLL MA SS SC CR CP Domain: PDM SED APL CLL MA SS SC CR CP ______Permanent markers work best for writing on these cards My Activities Teacher Name: Georgia Early Learning and Development Standards ______gelds.decal.ga.gov