TEACHING EXPERIENCE The rest of you are in class.  Observing group 9  Groups will leave after the song or book to complete their observation. Return to class when it is finished. Found in the back of the purple section Unit 5. Stay out of the way and SILENT. This is your only day to observe. Come back when you are finished.  Practicing group 6 and 12 only  Half of the class will be assigned to your group for you to practice your Nursery Rhyme with and only explain your activities. This practice and their feedback will give you an idea for how your teaching will go next time. It will be sung 3X, once by the group and twice with the class.  Teaching Next Time group 5 and 11  Once your group has entered the classroom, sign in on the CD sheet and go into the care center to set up for your lesson.  After your lesson, stay in the center to help out and play with the kids.  The last 5 minutes of class, meet together as a group and finish the lesson evaluation page. Turn this in.

A Toddler is a little scientist! What will a scientist do to learn about….

 ONE YEAR OLD  Sounds  Words  Finds hidden objects  TWO YEAR OLD  Says about 272 words, phrases, and simple sentences  Understands simple directions  Identifies simple pictures  Likes to look at books  Attempts basic reasoning skills  Understands time concept of “before” and “after”  Enjoys coloring and painting  Gross Motor skills  Pick up ball  Climb and sit  Push and pull  Riding toys  Fine Motor skills  Pounding pegs  Pop beads  Blocks  Make faces  Problem Solving  Opening lids  Drop-in toys  Puzzles  Stacking and nesting toys  Hide and Seek

 Shaped by both heredity and the child’s environment.  A positive environment that encourages learning and stimulates the senses.  Positive  Positive experience with caregivers.  Positive attitudes, encouragement, and support.  Freedom to be curious and explore.  The most important part of a good learning environment are the people in it. playthings  Availability and variety of appropriate playthings and manipulatives.  Toddlers and preschoolers form attitudes about learning that can last a lifetime.  These attitudes can be based on the caregivers attitudes towards learning.

 Sens orimotor Stage – (12-24 months)  explores and experiments  solves problems  uses imaginations  learn through senses/actions  finds hidden objects  (object permanence)

 Sight  Look at things  Dark and light  Photo albums  Touch  Feeling tour of yard  Feeling board  Recognizing things by touch only  Taste  Sweet and sour  Salty and sweet  Hear  Name that sound  Animal sounds  Sound makers  Smell  Distinguish odors  What’s cooking  Scratch and Sniff

 Limited focus on more than one aspect or feature at a time rather than looking at the big picture.  Make-believe play to create and express ideas.  Using an object to represent something else, such as pretending a broom is a horse.  Taking on the roles of family members or people in the community such as playing house, post office, fire station, doctor, etc.  Children display animism. Animism is the belief that inanimate objects (such as toys and teddy bears) have human feelings and intentions.  Are unable to take the point of view or perspective of other people  Still egocentric, assuming that other people see, hear and feel exactly the same as the child does.  Problem solve by using feelings, pretending, or imitating rather than by thinking it through.  Learning that symbols = words Are you pre-operational savvy?

a. ____________ b. ____________ c. ____________ d. ____________ e. ____________ f. ____________ g. ____________ h. ____________ i. ____________ j. ____________k. ____________ l. ____________ m. ____________ r. ____________ n. ____________ o. ____________ q. ____________ p. ____________ s. ____________

a. ___Sprite___ b. ___Ore Ida____ c. __Kellogg's___ d. KFC e. ___Lay’s____ f. ___Adidas___ g. ___Honda___ h. Western Family i. General Mills j. Betty Crockerk. _Chevrolet_l. _Ocean Spray_ m. _Smucker’s_ r. American Express n. ____Sony____ n. ___Google___ o. __Staples___ q. ___Kleenex___ p. _Coca Cola_s. ___NBA___

 Until age 5, children are not always sure where reality ends and imagination begins.  Not understanding this difference between real and imagination or make-believe causes fear in a child.  Provide concrete (see and touch) experiences to help the child begin to make connections between real and make-believe,  hands on objects, activities, visual.

a) Incidental Learning Unplanned learning. b) Trial and Error A child tries several solutions before finding one that works. c) Imitation Learning by watching and copying. d) Directed Learning Learning by actually being taught. Which method are these?

CONCEPTS  As a child learns to think, they begin to organize information received from their SENSES into CONCEPTS.  General categories of objects and information.  fruits, color, shape, animals  Anything that moves is alive  dog = all 4 legged animals  ball = all round objects are a ball

 Associations  Relating an action to a result – cause and effect  Attention  ignoring the surrounding distractions and focus on a particular topic.  Memory  without this there would be no learning.  Perception  learning about the world using the senses and making guesses and connections.  Reasoning  enables problem solving, decision making, recognizing relationships, and forming concepts.  Imagination  allows the child to try new things and to experience being different people.  Creativity  using the imagination to produce something.  Curiosity  encourages children to ask questions and to try new things and activities. Do the daily class child activities meet these 8 areas?

 Each group will receive 1 container of playdough.  Decide who will go first and so on.  All people going first come up to me.  I will show all of these people the first word.  On my “Go!” run back and sculpt the word to your group. When your group guesses it, send person number 2 up for the next word.  Tell me your last word so I know which word to give you.  Continue on until each person has gone.  REMEMBER PICTIONARY RULES:  NO TALKING by the person sculpting.  NO ACTIONS, SOUND EFFECTS, or CLUES by the person sculpting.

 Giving time and attention.  Take advantage of simple everyday learning opportunities  Allow time for thinking, exploring, and discovering their world. (problem solving and decision making)  Give only as much help as the child needs to succeed.  Encourage children to draw their own conclusions.  “Let’s find out” (see and do) vs. giving them an explanation.  Use Sensory stimulation and concrete learning  Model problem solving so they can hear how to think their way to a solution.  Maintain positive attitude and express confidence in their abilities.  Keep explanations simple and on the child’s level. Too much information will stop them from listening to you.

 Children learn about the world that they live in through play and manipulation of play things.  Acting out imaginary situations and different roles of people.  Problem solving, decision making, and drawing conclusions.  Playthings stimulate the learning process.  Everyday Household Objects that you might be throwing away, great toys and learning experiences.  Always remember that time spent playing with your child is the best toy of all!  Play stimulates all areas of development.  Physical, emotional, social, & cognitive ASSIGNMENT #2 = Evaluate age appropriate learning activities and materials

 No small parts to swallow  No sharp edges  Not flammable  Well made and durable  Easy to care for  Encourage imagination  Variety of uses / play  Colorful  Size of child to toy  Age appropriate  No long strings  Noise level  Easy for child to handle

WHICH IS THE BETTER LEARNING EXPERIENCE?

 Babies respond to their environment by using all five senses - smell, taste, sound, touch and sight - and properly selected toys provide them with opportunities to learn about size, sound, texture and how things work. Suggested toys for babies 6 months to 1 year:  mobiles,  rattles,  squeaky toys,  unbreakable mirrors,  gyms,  washable soft dolls or stuffed animals (make sure noses and eyes are safe),  pop-up toys,  blocks,  material or hard cardboard books showing familiar pictures and objects,  stacking cups,  balls,  push pull toys  bath toys STATE ASSIGNMENT = Evaluate age appropriate learning activities and materials

 Little toddlers are active and need toys suitable for physical play – walking, climbing, pushing and riding. They like things to ride on and climb in. Suggested toys for toddlers 1 to 3 years  ride ons, trikes, wagons, large balls, wading pool, a sandpit and toys to use in it, digging tools, child sized furniture, play dough, musical instruments (drums, horns, toy piano, music tapes and CDs), cassette tape player, blocks, simple puzzles picture books.

 This age group thrives on ‘make-believe’. They enjoy being around other children and participating in imaginative play. Dress-ups and play toys that help them in these imaginary roles are important. Suggested toys for children 3 to 5 years  play food,  play money,  dress-ups and accessories,  cash registers,  telephones,  medical kits,  bead threading,  story books,  tape recorders,  make-believe props,  petrol stations,  farms,  houses,  restaurants,  shops,  puppet shows,  dolls,  doll strollers and cots.  They are also fascinated with cars, trucks, airplanes, boats, diggers, tractors.  Outdoor play: sandpits, bikes, helmets, balls, bats, chalk, bubble blowers, climbing frames, and slides. Board games, electronic toys and word matching games are great for visualization and memory skills.  Arts and Crafts: paint, brushes, play dough, scissors, glue, colored paper, felt pens.  Construction toys with interlocking pieces.  Other favorites are books, CDs, tapes, videos, arts and craft activities, stuffed toys and animals.

read  Children who are read to from an early age learn to read faster and easier. language skills  Vocabulary and language skills are developed. relationship  Reading together builds a close relationship. fact from fantasy.  It helps children learn to separate fact from fantasy. independence and self-esteem  It is one of the best ways to help build independence and self-esteem. real life experiences.  Books are a great way to discuss real life experiences.

 Choose age appropriate books  Reading a story is like putting on a play  Snuggle up close so all can see  Keep your focus on the child not the story  Encourage participation, ie: turn pages  Explain unknown words  Point to the words of familiar objects  Read and re-read as often as the child likes  Let the child guide the pace of the story  Read at least 20 minutes every day to your child Test Day reading

 Completion  Ask fill in the blank questions, such as “Something went bump, and that made us_____________.”  Retell  These questions guide children in remembering events and ideas in the story  Open-ended  Prompts give the task back to the child to respond, “Tell me about the little girl” or “What might happen next?”  Wh– Questions  What, When, Why Where, Who, How – questions that help the child  Recall information and be able to discuss it.  Schema  Asks the child to relate the content of the story to aspects of his or her  Own schema or life outside of the book.

8. During this period, most children use 1-2 words rather than complete whole sentences.

 In early speech development, nouns are learned first.  Mom, dad, ball, dog, milk, apple, etc.

 Children enjoy listening to sounds that words and letters make so say nursery rhymes and reading books that tell stories with funny words and sounds, as seen in Dr. Seuss, are ideal.

speak to them A child’s Language Development is strongly influenced by how caregivers and older children speak to them. - Place strict limits on media before the age of 2 to allow a focus on developing physical, social, emotional, and cognitive skills.

 Being a GOOD language model  Avoid baby talk or parentese  Pronounce words correctly  (“My wed sert” – “Yes, you have a nice red shirt”)  Connect objects with correct names  (“wa, wa” – “You want a glass of water?”)  Avoid overcorrecting them or scolding  (“I singed a song!” – “Yes, you sang a song”)  Other language promoting techniques  Reading together.  Sing songs, nursery rhymes, and finger plays.  Play word games (telephone, show me, charades, follow directions).  Define new terms that you or the child uses.  Talk to them, Listen to them, and Respond back to them Complete Assignment #3: Modeling Language for Children

 Cognitive Notes  Assignment #2: Learning activities and materials  Assignment #3: Modeling Language  LAST DAY FOR TODDLER LABS  Complete any other notes, observations, teaching evaluations, or assignments.