1. Unit 3 Laboratory Experience
Child Care Guidance
Unit 3 Laboratory Experience

2. Responsibilities in the Laboratory Experience
_____________ the preschool teacher.
Take _______________ to help the teacher and work with the children.
___________ and play with the children.
Attend _____________ and be on time.
Complete ________________ on time.

3. Complete 10 Projects (You will have18 Weeks to complete the projects.)
Bulletin Board
Talk picture with open ended questions
Math Activity
Science Experiment
Music Activity
Homemade Big Book
Art Project
Read a story
Cooking Activity
Teachers Choice Activity
One project can be replaced with an activity of the students choice

4. WHY OBSERVE?
An observation is watching children with the clear goal of studying a specific behavior or ability.
in order to ______________________ the children
develop _______________________ and goals

5. HOW TO OBSERVE
It’s best to observe from a distance ________________ ________________ they are being observed.

6. Avoid making assumptions: Which statement is correct?
Annie has difficulty sharing.
Annie never shares.

7. Avoid labels: Which statement is correct?
Tommy often acts out his aggressive feelings.
Tommy is mean.

8. Avoid conclusions you are not qualified to make:
Billie can’t do anything by
himself because he is the
youngest in a large family
and they do everything for
him.
Billie needs to develop the
ability to do things for himself.

9. Don’t compare children: They ____________________________
Don’t compare children: They ____________________________. Which statement is correct?
Tommy falls off his bike a lot.
Tommy must be backward. He
does not ride his
bike as well as
the other children.

10. BE OBJECTIVE! Objective observations simply ____________________.
It is important but difficult to remain objective at all time.
The first thing to record when observing is an objective list of _____________________.

11. DO NOT BE SUBJECTIVE:
Subjective observations state an _____________ of the observer.
Observations must be __________- objective.

12. CONFIDENTIALITY
All observations are confidential, should be filed and any _______________ should only be ___________________________.

13. IDENTIFY DIVERSITY:
Observations help identify disabled ________________________ and assess developmental stages and behaviors.

14. Purpose of Assessment Used to plan __________________________________.
Keeps the teachers and curriculum responsive to the needs of the children
Teacher gains insights into children’s _______________ ____________________:
- What are their strengths and weaknesses?
- What does the group know?
- What are they able to do?
- What are their interests and dispositions?
- What are their needs?

15. ANECDOTAL RECORD
Recording observations of child’s behavior in a brief ____________________________________________.
When you record incidents throughout the year you have a ________________ _____________________.
Records can be extremely valuable in noting progress, strengths, needs, and interests.

16. CHECK LIST
The simplest form of observation where the observer ____________________________.
Fine-Motor Skills Yes No
Cuts Paper X
Pastes with a finger
Pours from a pitcher
Copies a circle from a drawing
Draws a straight line
Uses finger to pick up smaller objects
Draws a person with three parts

17. Participation Chart
Can be developed to _______________ on specific aspects of __________________.
Activity Preferences During Self-Selected Play
Bryce
Tina
Hunter
Shawn
9:00-9:10 b dp sc
9:10-9:20 a s
9:20-9:30
930-9:40 st
9:40-9:50 m
a=art; b=blockbuilding; dp=dramatic play; m=manipulatives; s=sensory; sc=science; st=storytelling

18. Rating Scales Social/Emotional Rating Scale
Used to record something specific.
They record the ______________________________
_________________________________.
They require you to make a judgment about the quality of what is being observed.
Social/Emotional Rating Scale
Behavior
Never
Sometimes
Usually
Always
Shows increased willingness to cooperate x
Is patient and conscientious
Expresses anger verbally rather than physically
Has strong desire to please
Is eager to make friends and develop strong friendships
Respects property rights of others

19. Individual Portfolios Provide
___________________children’s ___________________.
A way to assess individual __________________.
A way to communicate with parents.
Evidence for teacher __________________.
Products collected may include:
artwork, stories, dictated or written, photographs, records or conversations, teacher observations & notes.

20. Literature and _____________ ___________ and games
3.4 Teachers can help children learn to appreciate Cultural Diversity through:
Literature and _____________
___________ and games
Food and Special _______________
They can use storybooks, videos,
posters, and puzzles to show people
from all cultures in a variety of positive
roles.

21. Components of a Developmentally Appropriate Curriculum 3.5
Developmentally appropriate practice (DAP) is a set of ________________ that _________________________ _______________ activities.
Based on the idea that children ___________________.
Emphasizes knowing the children well and respecting them.
Teachers __________________________that children choose for themselves.
Play activities are ______________the child’s ________ _____________________________, cultural and social background, and personal __________________.
____________________________of development.

22. Lesson Plans help teachers organize their teaching and include:
Developmental goals
________________________
Concepts
_______________________
Motivation
_____________________
Closure/___________________
Evaluation
Teaching Strategies for a Lesson Plan 3.6

23. Sample Lesson Plan Date: 9/21 Time: 10:00 A.M. Group: 4-year-olds
Activity: Cooking Experience- Applesauce
Developmental Goals:
To practice following directions.
To develop cooking safety habits.
To practice using a knife as a tool.
To practice personal hygiene by washing hands
Learning objective:
Given apples, knives, measuring cup and spoons, a bowl, a mixing spoon, a
microwave oven, sugar, cinnamon, and a recipe chart, the children will help peel
apples, measure the ingredients, and prepare applesauce.
Materials needed:
6 peelers measuring cups and spoon
12 apples recipe chart
2 cups of sugar bowl
Water mixing spoon
3 tablespoons of cinnamon microwave oven

24. Motivation/Introduction:
Set up the housekeeping area with recipe chart, cooking utensils, and tray with food. Ask “What can we make from apples?” Listen to responses. Tell the children “Today we are going to make applesauce.”
Procedure:
Tell the children to wash their hands.
Review the recipe chart step-by-step.
Cut an apple in half. Show the children the parts of an apple: seed, core, flesh, skin, and stem.
Demonstrate how to use a peeler as a tool, stressing safety.
Pass out apples and peelers, again explaining safety.
Encourage children to observe and feel the apples.
Peel apples.
When apples are peeled, focus children’s attention back to recipe chart. Proceed by following directions step-by-step until the mixture is ready for a heat source.
Discuss each of the ingredients, allowing children to taste them if they wish.
Ask individuals to measure the sugar, cinnamon, and water.
Direct children’s attention to the applesauce as it cooks. Clarify the process by asking questions such as How are apples different?
Serve the applesauce as a snack.
Closure/transition:
Assign cleanup tasks to the children. Have the children wash their hands. Tell the children the applesauce will be eaten at snack time. Then prepare the children for outdoor play.
Evaluation:

25. Include the following in your lesson plan:
In groups of two you will plan a unit around a Pumpkin/Halloween theme.
Include the following in your lesson plan:
Math or science activity
Art or game activity
Story or song activity
Make a Coloring book, snack, or trick or treat type bag with goodies (doesn't have to be food)
The lesson plan should include a total of 4 activities.