DOCUMENT RESUME - ERICDOCUMENT RESUME PS 005 501 The Young Child Learns: A Guide for Four-Year-Olds....

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DOCUMENT RESUME

PS 005 501

The Young Child Learns: A Guide forFour-Year-Olds.Corpus Christi Independent School District, Tex.Office of Education (DHEW), Washington, D.C.Jul 71362p.Corpus Christi Public Schools, Corpus Christi, Texas($4.41)

MF-$0.65 HC Not Available from EDRS.*Activity Learning; Bilingual Education; ClassroomArrangement; Cognitive Development; (.1ativeActivities; Early Childhood Educatioh InstructionalMaterials; Language Development; Motor Development;Parent Participation; Perceptual Motor Learning;Physical Activities; Preschool Children; *PreschoolCurriculum; *Preschool Education; Resource Materials;Social Development; *Teaching Guides

The purpose of this teaching guide is to orientpreschool teachers to the unique needs and abilities of thefour-year-old child and to offer a suggested program ofpre-kindergarten activities. Specific capabilities characteristic ofthe four-year-old are listed, followed by the scope of the preschoolprogram in the areas of cognitive development, language development,personal and social development, creative thinking, and motor skills.A daily schedule and suggestions for room arrangement are alsopresented. Specific activities are grouped under the headings: (1)living together--block center, water play, sand play, woodworkingcenter, housekeeping center; (2) enjoying foods--peeling vegetables,applesauce, party food, popping corn, ice cream, oranges or lemons,peas, whipping cream, concentrated foods, flour tortillas; (3) artactivities; (1!) recreation--walking, crawling, jumping, climbing andrunning, wheel toys, digging and gardening, whole body movements,parts,of body movements, eye motor coordination, auditory visualmatching; (5) new experiences--bathing the baby, playing store,doll's birthday party, beauty shop, playing doctor and nurse, playingschool, sewing, shaving, going places, train games; (6) interestingdiscoveries--self-awareness, animals, plants, air, sound; (7) now andthen--Halloween, Thanksgiving, Christmas, Easter; (8) guiding theteacher--classroom organization, parent meetings, additionalenrichment, supplementary materials, bibliography. Instructions aregiven in both Spanish and English for most activities. (KM)

CoMCO

FILMED FROM sgsT.AVAILABLE copy

Division of InstructionJuly, 1971

U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY

THE YOUNG CHI

.LEARNS

A GUIDE FOR FOUR-

CORPUS CHRISTI PUBLIC SCHOI

Corpus Christi, Texas

U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO.DUCED EXACTLY AS RECEIVED FROMTHE PERSON OP, ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATtO DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY.

THE YOUNG CHILD

LEARNS

. A GUIDE FOR FOUR-YEAR-OLDS

CORPUS CHRISTI NBLIC SCHOOLS


Level 3:C.

This guide has been developed and published by the Corpus Christi Independent SchoolDistrict with funds provided by a grant from the U. S. Office Of Education, Depart-ment of Health, Education and Welfare. The program herein developed does not neces-sarily reflect the position nor policy of the U. S. Office of Education, and no offi-cial endorsement by the U. S. Office of Education should be inferred.

Second PrintingJuly, 1971

This guide is being reprinted at the expense of the Corpus Christi Independent SchoolDistrict at a cost of $4.41. This charge covers the cost of publication only.

H. Gene BryantDirector ofElementary Education

CORPUS CHRISTI PUBLIC SCHOOLS


DR. DANA WILLIAMSSuperintendent of Schools

DR. WALLACE E. DAVIS, JR.Assistant Superintendent of Instruct

BOARD OF EDUCATION

Forest C. Allen Pres

Franklin Bass Vice

Arturo Vasquez Secr

Dr. James E. Albright Assi

W. C. Hutson Jack A

Dr. Cornell C. Barnard



DR. DANA WILLIAMSSuperintendent of Schools

DR. WALLACE E. DAVIS, JR.Assistant Superintendent of Instructign

BOARD OF EDUCATION

Forest C. Allen President

Franklin Bass Vice-President

Arturo Vasquez Secretary

Dr. James E. Albright Assistant Secretary

W. G. Hutson Jack A. McQueen

Dr. Cornell C. Barnard

John P. SprinkleDirector of

Secondary Education

iii

F-3,W"-

PHILOSOPHY OF THE CORPUS CHRISTI PUBLIC SCHOOLS

The schools are committed to helping all boys and girls develop thecompetencies required for active participation in the American way oflife. This premise is the foundation for the tenets of the philosophy ofthe Corpus Christi Public Schools:

. We believe the schools exist primarily for the benefit ofboys and girls of the community they serve. Therefore, theschools should provide an educational program to meet theindividual needs of every student.

. We believe the curriculum should provide broad subject matterareas and educational programs within which the principal,the teacher, and the student have latitude and discretion.

. We believe an organized program of teaching and learning isessential for pupils to learn directly from valuable exper-iences and to develop a sense of belonging through oppor-tunities provided in the total process.

We believe pupils should learn that certain duties and respon-sibilities go with the privileges they enjoy in our democraticcommunity, state, and nation.

OBJECTIVES OF THE CORPUS CHRISTI PUBLIC SCHOOLS

The schools are dedicated to giving every child the best educationpossible as preparation for living in a democratic society. Therefore,they seek

To develop in every child a love of and appreciation forthe rights, the privileges, and the responsibilities guaranteedby our form of government

To provide opportunities for the individual to develop aptitudesand abilities as well as to acquire skills and knowledge neces-sary to meet the demands of a constantly changing society

To provide a program of learning that encourages the child todevelop to the limits of his capacity, with the program havingopportunity for the child

-- To obtain an education suitable to his personal abilities,interests, and needs

- - To develop mentally, morally, emotionally, socially, andphysically so as to be better able to cope with life'sproblems

-- To acquire cultural and aesthetic understandings andgain appreciation for the fine arts

- - To learn the meaning of good citizenship and democracy

through participation and interest in community andworld affairs

-- To develop an appreciation for our American heritage anddemocratic way of life

Ikl

A1.4

ACD

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414

14

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.

49.

vii

EACHING GUIDE COMMITTEE

EXECUTIVE

, Jr. Assistant Superintendent for Instruction

.Director for Elementary Education

Assistant Director for Special Programs

PRODUCTION

Melba Kerns, Early Childhood SpecialistB. Jo Kearns

Anne I. SkipperEstela GarciaFay P. Holmes

COITTEIT7S

x

Page

Philosophy 1

Introduction 3

Characteristics of the Four-Year-Old 4

Scope 6

Schedule 8

Suggestions for Room Arrangement 9

LIVING TOGETHER

Block Center 12

Water Play 14

Sand Play 16

Woodworking Center 18

Housekeeping Center 20

ENJOYING FOODS

Peeling Vegetables 24

Applesauce 26

Party Food 28

Popping Corn 30

Ice Cream 32

CONTENTS

Page

CONTENTS

Page

1 Oranges or Lemons 34

3 Peas 36

4 Whipping Cream 38

6 Concentrated Foods 4o

8 Flour Tortillas 42

9 ART ACTIVITIES

Art Activities for the Four-Year-Old 47

12 RECREATION

14 Walking, Crawling, Jumping 50

16 Climbing and Running 52

18 Wheel Toys 54

20 Digging and Gardening 56

Whole Body Movements 58

24 Parts of Body Movements 60

26 Eye Motor Coordination 62

28 Eye Motor Coordination (continued) 64

30 Auditory Visual Matching 66

32

NEW ZalitILIICES

Page

Bathing the Baby 70

Playing Store 72

Doll's Birthday Party 74

Beauty Shop 76

Playing Doctor and Uurse 78

Playing School 80

Sewing 82

Shaving , 84

Going Places 86

Train Games 88

INTERESTING DISCOVERIES

Self-awareng-, 92

Animals . 94

Plants .. 96

Air 98

Sound 100

NOW AND THEN

Halloween 104

Thanksgivi

Christman

Easter . .

GUIDING THE

Classroom 0

Health a

Teaching

Suggestions

Parents

Parent C

Additional

Music .

Finger P

Games .

Supplement

Filmstri

Check Li

Bibliograp

ri

Page

Thanksgiving

Page

106

70 Christmas 108

72 Easter 110

74 GUIDING THE TEACHER

0 76 Classroom Organization 114

is 78 Health and Safety 117

Lng 80 Teaching Techniques 118

82 Suggestions for

84 Parents Meetings 121

;C 86 Parent Conferences 153

88 Additional Enrichment

Music 154

92 Finger Play 168

94 Games 173

96 Supplementary Materials

98 Filmstrips 175

100 Check List 178

Bibliography 181

. . 104

Philosophy

The Early Childhood program recognizes that each child has the inherentright to deVelop-to-his fullest- potential: physically, socially, emo-tionally and intellectually. While each child may differ in rate ofgrowth and personal characteristics, all children have the same essen-tial needs for love, security, and physic9 well being.

Early childhood is the stage of growth when vital attitudes and commit-ments are established. Trust, acceptande of authority, concern forothers, and belief in self, develop from experiences and relationshipsthe child encounters. It is from this foundation that formal learning.grow.

The teacher, therefore, establishes an atmosphere of warmth and love sonecessary for children. The acceptive attitude of the teacher reflectsitself not only in-pupil-teacher interpersonal relations but also in theclassroom environment. This is enhanced through -the selection and ar-ra.getent of materials, complying With-the interest and developmentallevel of each pupil, and through stimulating Activities which promotelanguage and cognitive development.

The early childhood program demands parental involvement through whichthe young child receives endorsement, reinforcement of academic achieve-ment, and motivation for continued accomplishments.

INTRODUCTION

Preschool classes are composed of children from the ages of froam equipment and. furnishings are selected and arranged espegroup. The teachers provide an atmosphere that is warm and w

Since beginning preschool is a new experience, this may presesuch as leaving mother, adjusting to other adults, and beingThis calls for patience and understanding on the part of both

The teacher realizes that most of the children are exuberantgate the entire world. They are over-active, restless, and espan is short. They have difficulty in making decisions, oftso fast it is difficult to keep up with them.

Some of the children, however, maybe withdrawn, displaying 1ing no enthusiasm for learning or participating in group acti

Modified behavioral techniques for these youngsters do not i,ment from group activities for indefinite periods. The Presc.

care for the specific needs of each individual through compresocializing processes.

Arrangement of classroom equipment and materials to establishment is of major importance in preventing disruptive incidentOrganization," will serve as a guide for establishing centers

The various materials included in each section of the prescho.the opportunity of selecting experienceS uniquely-appropriatethem at a time when optimum learning may occur. The childreninterest, will help the teacher determine the amount of timethese activities mayoarry such interest for the children thathe school year. This guide is intended as a flexible tool t.for the teacher and the children to share delightful learning

3INTRODUCTION

omposed of children from the ages of four to five years old. The class-ishings are selected and arranged especially for the needs of this ageovide an atmosphere that is warm and welcoming for each child.

of is a new experience, this may present difficulties for some childrenadjusting to other adults, and being with children they do not know.and understanding on the part of both teacher and parent.

at most of the children are exuberant and eager to reach out and investi-They are over-active, restless, and easily fatigued. Their attentionve difficulty in making decisions, often changing directions in activitiesto keep up with them.

owever, may be withdrawn, displaying little or no curiosity and evidenc-earning or participating in group activities.

hniques for these youngsters do not imply corporal punishment or banish-ies for indefinite periods. The Preschool Program should be planned toeeds of each individual through comprehensive and carefully developed

equipment and materials to establish a "conducive to learning" environ-ance in preventing disruptive incidents. The section, entitled "Classroome as a guide for establishing centers for the classroom environment.

eluded in each section of the preschool guide provide the teacher withcting experiences uniquely appropriate for her class and of presentingimum learning may occur. The children, through their expression ofteacher determine the amount of time for each experience. Some ofry such interest for the children that they will be repeated during

guide is intended as a flexible tool to permit creativity and freedomchildren to share delightful learning experiences.

4THE YOUNG CHILD -- L:

A Guide for Four-Year

CAPABILITIES CRARACIERISTIC OF TI

The child will be able to

. feed and dress himself

. wash himself

. attend to toilet needs

. participate in wood-working skills such aspainting, sandpapering and pounding nails

. use scissors with blunt points

. pound and roll clay

use large crayons

. engage in singing games

. make a running broad jump and a standing broadjump

. begin to skip

. balance himself on one foot for several seconds

. perform well on the walking board

. throw a ball with a strong overhand throw


. construct puzzle containingpieces

. make design with color cubes

. throw bean bags into a baske

. string beads

. play with balls about 12 inc

. button and unbutton clothing

. lace his shoes with ease

. find pleasure in feats of fi

. draw in more detail than wheage

. combine a vertical and horizinto a cross-

Tips for Teachers:

All children grow and develop in the same general pattern; however, there are great difdevelop 'in the same order since growth proceeds from the.head downward. The first stamuscles of the head and neck, progressing to the sequence of sitting, crawling, and stmuscle control to fine motor skills.

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THE YOUNG CHILD -- LEARNSA Guide for Four-Year-Olds

qLITIES CHARACTERISTIC OF THE FOUR - YEAR


construct puzzle containing five to eightpieces

.make design with color cubes

throw bean bags into a basket or box

string beads'

play with balls about 12 inches in diameter

button and unbutton clothing

. lace his shoes with ease

. find pleasure in feats of fine coordination

. draw in more detail than when 3 years ofage

combine a vertical and horizontal strokeinto a cross

-The child will be able to

conduct routine habits automatically

expand interests through community excursions

enjoy imitating adult activities such ashousekeeping and cooking duties

participate in gardening activities

spend five to ten minutes on an interestactivity

exhibit social graces such as "please" and"thank you"

work with one group for a limited time andthen explore a new group

exhibit initial signs of empathy for hispeers

show signs of cooperative endeavor

exhibit some characteristics of sex-roleidentification

put his toys away if he is supervised

play in a group of two or three children

dif

to

st

ttern; however, there are great differences in their progress. We an expect that children willthe head downward. The first stage, sitting and locomotion, consists in gaining control of theence of sitting, crawling, and standing. Thus the muscular development progresses from large

Creative Ventures

THE YOUNG CHILD -- LEARNSA Guide for Four-Year-Oldt


. build for the fun of building

paint for enjoyment

. dramatise with playthings

. experiment with-nature objects and use them in dramatic play

. help 14 holiday activities and simple making of gifts with adultrem,supervkion

4:1> engagelin water play

111). respond to rhythi

IL(41) begin 60 increase representation and imagination in use of clay

Tips for Teachmrs:

Four years is 411 age of going out of bounds. This kind of behavior is observed in all fields: physispecial needs: support and love, .consistency and patience from adults, supportive help without undue

The child will be

. enjoy stories w

. enlarge his exp

use language to

. make generalize

. count by rote t

. question in " h

THE YOUNG CHILD -- LEARNSA Guide-for Four-Year-Olds 5

Concept Development

ramatic play

gifts with adult

in use of clay


enjoy stories which reflect everyday life

enlarge his experience and vocabulary through stories

use language to communicate

make generalizations and organize previous experiences

count by rote to. four or more

question in "why" and "how" manner

of behavior is observed in all fieldst physical, language and social. The four year old child hasce from adults, supportive help without undue pressurepand the companionship of other children.

6

SCOPE

COGNITIVE DEVELOPMENT-

Discover and deVelop through personal involvement some of the followingscientific concepts

people need care and loveliving thinge need food, Water, and sunsome aniMals make good petsanimals and people take care of their youngplants grow and change

animals and people Change their habits and appearance with theseasonswind is moving airsome things t-float

people travel about in many wayspeople celebrate holidays

Provide opportunities for the child to learn through smelling, touch-ing, tasting, seeing, and hearing

Provide opportunities for child to develop mathematical concepts through

. rote counting. object counting

one-to-one correspondence. size, shape

vocabulary development

Provide opportunities for child to develop perceptual concepts:

. directionality

. laterality

. position (up, down, in, behind, over, under)

Develop ability to identigy, classify, and categorize objects

Provide opportunities for child to become acquainted with books

Vement some of the-following

is

by

young

and appearance with the

through smelling, touch-

mathematical concepts through

perceptual concepts=

r, under)

categorize objects

cquainted with books

LANGUAGE DEVELOPMENT

Converse in dominant language

Say his own name and those of his classmates and teacher

Develop communicative abilities

to use descriptive wordsto respond appropriately to questionsto role play, dramatize, and participate in story tellingto speak in increasingly longer sentencesto use a variety of sentence patterns

PERSONAL AND SOCIAL_ DEVELOPMENT CREATIVE THINKING

Provide varied. experiences for personal identifi-cation and a knowledgs of environmental surround-ings

See and observe the way people live to develop anunderstanding of people's needs

Develop a satisfying self image through

. enhanceMent of personal Worth

. helpfulness to others

. a feeling of adhievement

Learn socially acceptable patterns of behavior by

. getting along with others

. taking turns, sharinglistening without interrupting

. practicing courtesy

Develop a positive readiness for learning through

. encouragement of curiosity

. exploration of interests

. achievement of satisfaction from efforts

Develop health and safety habits

Provide the opportunity to share tideas

Develop ability to enjoy and apprepoems, music, and art

Develop ability to express ideas i

Develop ability to appreciate andholidays and holiday symbols

Provide opportunity to use musicexpression

7

CREATIVE THINKING MOTOR SKILLS

Provide the opportunity to share thoughts andideas

Develop ability to enjoy and appreciate stories,poems, music, and art

Develop ability to express ideas in art media

Develop ability to appreciate and understandholidays and holiday symbols

Provide opportunity to use music for self-expression

The child will be provided. experiences for-deVel=.opment and coordination in such skills ma:

standing and running broad jump. boundiflg, catching, throwing a ball

balancing on one footbalancing on walking boardclimbing Steps, climbing on jungle gymjumping from 12" heightpushing and pulling wheel toysskippingrunningbuilding with blockshammeringpounding and rolling clayfeeding himselfhanging his clothes on hangerbuttoningzippinglacing-shoescutting and pastingmanipulation of pegsmanipulation of puzzles

HALF DAY DAILY SCHEDULE

Arrival to 8:30 Self-selected Activities

8:30 - 8:45 Sharing and PlanningLanguage Development

8:45 - 9:00 Snack Time, Wash Hands(Toileting)

9:00 - 9:30 Creative DevelopmentArt, Husic, Poetry, Dramatizations

9:30 - 9:45 Outdoor Experiences

9:45 - 10:00 Rest

10:00 - 11:00 Work - Play

11:00 - 11:15 Listening ActivitiesStory Telling, Records

11:15 - 11:30 Evaluation and Clean-up

11:30 - 12.(10 Lunch for Horning Session

HALF DAY DAILY SCHEDULE

12:00 - 12:30 Lunch for Afternoon Session

12:30 - 12:45 Sharing and PlanningLanguage Development

12:45 - 1:15 Creative DevelopmentArt, Music, Dramatizations

1:15 - 1:30 Outdoor Experiences

1:30 - 1:45 Rest

1:45 - 2:00 Snack Time

2:00 - 3:00 Work - Play

3:00 - 3:15 Listening ActivitiesStory Telling, Records

3:15 - 3:30 Evaluation and Clean-Uplime

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SCIENCE

CENTER

SURPRISE

CENTER

CUBBIES

ENTER FAMILY LIFE CENTER LIBRARY CENTER MANIPULATIVE CENTER

Tableto

a Toy Kitchen

9 10

Block Center

Water Play

Sand Play

Woodworking Center

Housekeeping Center

12

Et *HMIS FOR LEAttakiG .1s1.0e3C CENTER

The child Will be able to:

. madipUlete,blocks in a'constructive Manner

use famity fignresi0C41:444-=`

g411;tith-blOckit and*heeltdis in a relatedactivity

classify animals by-plateMeht

Supply:

. bidoks arrengedby-SiaiiOk: 00thilves in eat*, readof-children-

. family figures.--

. wheel toys

toy animals

-

Tipsfoi Teadhers:

: Introduce the.iopatit to no more than six ad:146i ii -a time. Other children play involunteers.

As gayrprogtesses pr ladditiOnal motivating materials as need is evidenced.

'DONOT_confuse pupils by gadding too many supplementary materials at any one time.

HATEPJ.ALS -ACT/It/TIES-

ged by**-diASiOilieives in easy reach

res

The child will:

retark blócki

PXOY:14W-0_aent4levelreplace. ,-0 7

direction

-VO:iddiVidual **Slop-

4i=aceetdance to teacher's

- _

buildua_hOUSefottbt4anily- figures

build roada,i4ii el-iiivica stations,fire àdtifls,

=

use animal or objects id-i zoo, pet store,or farm

dren at a time. Other children play in different centers under the supervision of aide and

ing materials as need is evidenced.

lementary materials at any one time.

t I

ri

1

L A N GUAGE DE VELOPIIE-NT

This is a block.

big blocklittlelongshort

These are blocksGet the long blocks

Give mePut anotherPut the block on the shelf

Let's tryRow about makingThe

4116=awaNW

Este es grande. (large)(9 nth n=deh)

chico (small)6.1,14efma0

largo , (long)( I r tyt,h)

corto (short)(Koh4T-01;

pesado (heavy)ec h h)

liviano (light)(lee -vac h)

cuadrado (square)(%0t dre.g-ehh)

redondo (round)

Encourage children to describe the blocks through sight and touch.. .

Additional enrichment: Song: Big-SmallFinger play - Counting

Los Bloques

13

Este es grande. (large)(9 rral n =deh)

chico (small)6:4Ne-efith)

largo( (ahr ch)

corto (short)(KobeLtrch)

pesado (heavy)qch.suW40)liviano (light)

(ire-vii.dW-Ath)

cuadrado (square)( .ct h re.g d h )

redondo (round)

hrough sight and touch.

ingloques

VALUES DBRIVVO

Block play will

develop large andsmall muscular coor-dination

release-emotion

develop creativeexpression

develop science con-cept relative tosize, shape, gravity,

weight, and number

apMiwo. +1P116

PAROTI TASKS

At school, the parentwill:

supervise block playfollowing patternset by the teacher

enforce languageconcepts

At home, the parentwill:

make supplementarymaterials usingboxes or scraps oflumber

reinforce languagedevelopment

11+

EMPHASIS FOR LEARNING WATER PLAY

BEhAVIORAL OBJECTIVES MATERIALS

The child will be able to:

. conduct play activity todiscover magnetic prop-erties

. count the fish

. conduct play activity todiscover that some thingsfloat and some sink

. identify primary colors

. conduct play activity todiscover that quantityar.d size are related

Supply:

. plastic wading pool and wa

. fishing poles with magnetswith paper clip attached

. toy boats of various size

. small figures and objectscargo

. pitcher, measuring cups,

. water wheel

Tips for Teachers;

Limit water center to three children at a time.

Demonstrate use of the equipment stressing need for care in

Adult must supervise clean up and storage of toys.

waits

1

MATERIALS ACTIVITIES

c wading pool and waterg poles with magnets, fish made of tin or plasticaper clip attached

ats of various size and colorfigures and objects representing passengers and

r, measuring cups, funnelwheel

The child will:

use play equipment to dramatize fishing

catch and count the fish

play with boats in the water - pushing,pulling, loading, and unloading

sing songs: "Sailing"

use the material for filling and emptyingreceptacles

a time.

in ing need for care in handling containers to avoid spills.

ge of toys.

LANGUAGE DEVELOPMENTThis boat is red.

yellowblue

El barco camina rapido.(hahr:11.0)(te.a.1,./rre.!n a 11) Oro.h

despaci

(ddhz -1 a.The red boat is big.yellow littleblue El barco es rojo. (red)

(roll'. ha)I put one toy on my boat.

two amarillo. (yellow)three ( cAh -meth yo)

My boat won the race.

I beat you.

This is my boat.

azul. (blue)(ca.: - ZC,

iste es un barco.

bo.hr= Kohyourhis Estos son dos barcos.her (4 c,1I z.

tresC tve h z. )

Additional enrichment: Boat Songs

SailingThe SeaEl Patito

15

Do

:1

Da

I)EVELOPME_NT

El barco camina k rapido. (fast)fnah)Oro.h:pee. -46)

despacio (slowly)

Oeinz- pah-scr-e-ch)

El barco es rojo. (red)

(roW-ho)

amarillo. (yellow)

(ckh

azul. (blue)

(lh -

iste es un barco.

(bahr" Koh)

Estos son dos barcos.

tree

C -Pre )

VALUES DERIVED

The child will:

develop muscularcoordination

deVelop eye-handcoordination

obtain emotionalrelease

solve problems Suchas determining- which object will

float- which containers

hold most or least

PARENT'S /ORS

At school the parentwill:

supervise and stim-ulate play throughrelated conversation

supervise clean upactivities

At home the parentcan provide:

. for child's partic-ipation in- watering grass

playia with -otherchildless in wadingpool

- visiting suchplaces as

-- tropical fishshopyacht basinlake-

-- Padre Island,

. for discussion ofchild's slay activ-ities

answers for child'squestions

EMPHASIS FOR LEARNING SAND PLAY

BEHAVIORAL OBJECTIVES MATERIALS


experiment with sand andmeasuring equipment

mold the likeness of anobject by using dampsand

. construct the settingfor other objects insand play

Supply:

. sand table, dry sand, sifter, sand mills, mereceptacles

. damp sand with small molds, paper cups, andaccessories

. farm or zoo animals, fence 4ections, boxes f

. small cars and trucks, cardboard milk carton

Tips for Teachers:

_Demonstrate use of equipment stressing need for care in handline to avoid spill

Children should be allowed to work with minimum supervision.

Adult should supervise cleaning and returning toys to place.

1;1

KIALS ACTIVITIES

sand, sifter, sand mills, measuring

all molds, paper cups, and small

als, fence sections, boxes for cagesrucks, cardboard milk carton houses

The child will

. measure sand, pour, fill and empty containers

. mold wet sand, using variety of molds anddecorating with small accessories

. plan and construct town by making streets, cit:blocks, railroads, and parks

ij

LI

re in handline to avoid spills.

pervision.

to place.

LANGUAGE DEVELOPIIENT

What is this?

What is he doing?

Can you make a fence?roadhousecake

Put the cows togetherhorses

PIP

i.ow taa,:y cows are here?

horses

Pigs

La arena es seca. (dry)(ahrefActii) (Seh:i0)11umeda (mois

(A!meh -dal?)mojacla (wet

(rnoh= a-ciah

El cubo (pail) esta lleno. (full)

146100 (ye t7)vacio

l(empty)(sah:adie-yo)

Llena (fill) el cubo.(ye'-nab) (1(01.- b o 17)

Vacia (empty)

(.14.h-agYa-h)

17

P II E N T VALUES DERIVED PA* EVT'S TASKS

grena eska seca. (dry)Virdehf-na) (seti:Ka) hunied (tiois t)

(ado!rrieh -cloth)

mojada (wet)(mph-- ha -dab

cubo (pail) esta lleno. (full)

46,106) (yehtpoh)vaulo ( empty)

(v:54tra=r)

na (fill) el cubo.nah) b of))

is (empty)

Sdreflia-6)

The child will

develop small muscle

coordination

develop eye-handcoordination

extend learningthrough use of dif-ferent manipulativematerials

extend communicativeskills

show social emotion-al growth throughcooperative activi-ties with peers

.04.011

At hchool the parentwill

. supervise play pe-riod and use ques-tion method tostimulate play

At home the parentwill

provide opportuni-ties for sand playthrough- visit to Padre

Island- make castles

and/or otherprojects in sand

- describe feelingof sand; as damp,

hot, gritty

.1100 1.11.114011.1.1..11........

18

arhASIS FOR LEARNIWC WOODWORKING

hELiAVIORAL OBJECTIVES MATERIALS


. manipulate equipment inthe woodwork center

produce original con-structions

participate in cooper-ative ventures

Supply:

scraps of soft pine lumber in various 1widthssaw, hammer, visenails of various sizeswork benchbrush and dust pan

Tips for Teachers:

Children need very little urging to try woodwork. First attempts are larconstruction.

Careful supervision is imperative. Limit the number participating.

WOODWORKING


y:

raps of soft pine lumber in various lengths anddthsw, hammer, viseils of various sizesrk benchsh and dust pan

The child will

. use tools in a safe and proper way

. use his own ingenuity to build

. cooperate with other children on largeconstruction projects

try woodwork. First attempts are largely manipulative - driving nails or sawing with no attempt at

Limit the number participating.

LANGUAGE DEV2LOPliENT

Language development will be in either English or Spanish and will not be structuthe teacher as the children talk freely as they play.

Use pieces of wood to develop the following concepts.

El pedazogrande (big piece) esta sobre (on top of) el pedazo chico.(small p(pah.dah-07Y.:3calm-deh) (setireh) (cht.s7,-Kr.)

deba ,Jo de (under)(cieln-biA7-r-bc)

al lado dq (beside)CLAI)=864

lejos de (far from)(.41=INc4

mas cerca de (closer to)

Use questioning method to encourage children to become aware of the senses of sig

Additional enrichment: songs; "Johnny Works""Sawing"

19

DEVZLOPUENT VALUES DESZVED PAKEKTtig TASKS

.nglish or Spanish and will not be structured byas they play.

ing concepts.

obre (on top of) el pedazo chico.(small piece)5 obThre

ebap de (under)-rx,(1.4

1 lado dc (beside)(4xWeicb)

ejos de (far from)

as cerca de (closer to)(6.eh rf

The child will

develop muscularcoordination

develop a sense ofdesign and form

observe size andshape

take turns

cooperate

begin to develop anattitude of selfesteem

release emotionthrough physicalactivity

111MI., 11111M1r=

At school the parentswill

supervise the centerand maintain safetyrules

At home the parentswill

. make scrap woodand tools availableto the child forhome play

. discuss and praiseprojects

dren to become aware of the senses of sight, hearing, and touch while working.

Works"

.1.111/100 11.

20

EIYEASIS FOR LEARNING

BEhAVIORAL OBJECTIVES


. dramatize the role ofadults

MATERIALS

organize materials as_appropriate for specificareas in the center

Supply:

. kitchen, bedroom, and other materiaclass organization section of the gadditional equipment, as "dress up"a setting for adult roles

Tips for Teachers:

The teacher interacts with children in the center

Both boys and girls should have an opportunity to play in the housekinteract with other children.

ENTER

MATERIALS

n, bedroom, and other materials listed in theorganization section of the guideonal equipment, as "dress up" clothes, to provideing for adult roles

IACTIVITIES

The child will

play in the center with materials that havebeen providedparticipate in role-play as- mother taking cars of the baby, going to

the store, preparing food, entertainingcompany, and cleaning housefather eating prepared meals,.goingshopping, caring for the babies, andgoing to work

place kitchen equipment in the kitchen andbedroom equipment in the bedroom

the center

rtunity to play in the housekeeping center. Some children may need encouragement to play and

LANGUAGE DEVELOPILENT

Language development is incidental and is through unstructured conversation asinacts roles in the housekeeping center. The teacher introduces words and phrasEnglish as the opportunity arises but this is not the time for structured drill

Dame (Give me) un vaso (glass) de leche.Opab=oleh) lya.h:.sch;

Toma (take)

Saca (take(5AWKaill

Pon (put)Pohd

out) una cucharilla (spoon) del cajon.(drawer)( KOS cha-v-a--16.) (Knh-hod)

en el (in)

El platillo (saucer) este en (on) la mesa&)et,fs-11

Stracab_tjcavolto)(unde r)

dentro del (inside)

(Aehn:+voh)

la taza. (cup)Cifth'-50.11

cajon.1.0.1,:hor)

.11116 Ire,.....Encourage children to incorporate color words into language usage.

Additional enrichment: Songs: "Seftora Santa Ana" Fingerplay - "Los Maderos"

"Little Housekeeper"

"Shaving"

211

DEVELOPUENT VALUES DBRIVED PAREFTIS TASKS

s through unstructured conversation as the childThe teacher introduces words and phrases in

is is not the time for structured drill in English.

eche.

on) del cajon,(drawer)(Knh-hon)

en el (in)

a mesa(net tS-19

n)

e (under) la taza. (cup)ho) r.t:11.5:1

el (inside) cajon.

) IJOA......hoff)

ords into language usage.

to Ana" Fingerplay - "Los Maderos"

sekeeper"

The child will

communicate feelingsand/or emotionsthrough interactionwith peers

experience emotionalrelease through drarmatic play

develop concepts re-lated to daily living

. .01111


help child to dressin costume, be guestat tea party, super-vise clean up

gather_ clothing fordress up. Make dollclothes, and launderclothing and linens


. reinforce socialcustoms and verbal-izations as:- thank you- may I- would you like- please

..........w.m..~1W

Enjoyin

Peeling Vegetables... 24

Applesauce 26

Party Food 28

Popping Corn 30

Ice Cream 32 Fl

=IN WM MN MD

'oying Foods

24

26

28

32

Oranges or Lemons 34

Peas RPM =MI MID 36

Whipping Cream 38

Concentrated Foods_ 40

Flour Tortillas 42

23--

3

EMPHASIS-F&RAiikkiNG FOOD PREPARATION - PEELING VEGETABLES

MATERIALS

le-4ible to

dale and describe- thevegetable*

prepare.

for COOS

analyzecarrots

raw vegetablesOMptiOa

the teat* ofSad cucumbers

Supply:

. sufficient carrots and cucumbers -for eaexperience the scrapingor peeling of t

vegetablipeelera,ice water to keep vegetable sticks and/o

Tips for Teachers:

Let children wash the vegetables in making preparations. Demonstrate toin a motion away from the body. 'After the peeling hat, been completed, thsample. The children may salt and, pepper their portions if they desire.

- PEELING VEGETABLES


t carrots and cdddiberd for each child-to-e the scraping or peeling of the Vegetable

peelers

to keep vegetable sticks and/or slices crisp

he child will

identify -'carrotS and cucumbers by their"proper ;name- _

dasatibethe color and shape of --Carrots, andcucumbersdescribe-the texture of carrots and'cucum-berS'

use-a vegetablebets and,strape

salt and:pepPerbefore .eating

PieleiLto:peel the cucum-nthe carrots

his porti-onif desired

preparations. Demonstrate to children that the scraping or peeling is done withpeeling has been completed, the teacher can prepare carrot sticks and slices forheir portions if they desire.

the inatrumentchildren, to

LANGUAGE DEVELOPUENT

The teacher uses conversational

The cucumber is green.goodlongshorta vegetable

We will wash the cucumber.peeleatslice

The carrot is long.has green leavesis goodis a vegetable

We will wash the carrot.peeleatslice

language adaptive for the situation.

El pepino es verde. (green)-f1/44, ()Ahr-"lehl

bueno (good)(Idlargo (long)

(Lan-- ,v. 1,1

un vegetal (vegetable)

La zanehoria (carrot) es anaranjada.e I; r ; r,

,(orangje4i

large (long)

buena (good)(,:flatt)

un vegetal (vegeta

;Nit e heh-tll 1)

25

GE DEVELOPUENT VALUAS DERIVED ncEntil TASKS

guage adaptive for the situation.

El pepino es verde. (green)"rcl, Wehr-' !eh)

bueno (good)

largo (long)(1.,1r. lit


La zanehoria (carrot) es anaranjada. ,(orange)

(5,1. , ; r ;

large (long)

buena (good)h (4,:q..th)


The child will

understand that somevegetables are good toeat raw

taste raw vegetablesthey have not eatenbefore


assist the children inpreparing the vegetablesremind them of properscraping motionCheck to see that veget-ables have been washedafter being peeled


. serve vegetables in thehome that.have beenintroduced at school

26

EVXMASIS FOR LEARNIiG FOOD PREPARATION - APPLESAUCE



repeat numerical termsin the counting ofapples

prepare the applesauce

. analyze the taste andsmell of apples

Supply:

. ingredients for applesauce- 9 apples- 1 cup sugar- 3/4 cup water- red food coloring- package of "cinnamon red hots"

. paring knife

. measuring cup

. long handled spoon

. sauce pan

. sieve or colander (if apples are not

. hot plate

Tips for Teachers:

Combine, ingredients in sauce pan and cook over low heat until applescolander to remove skins and seeds. If applesauce is served in smallserving, or the applesauce may be served on buttered bread or cracker

Additional enrichment: Song - "Manzanitas"

- APPLESAUCE


is for applesauce$

ugarwatere coloringof "cinnamon red hots"

ifecup

led spoon

colandar (if apples are not peeled)

The chile All:

count the apples

wash the applesquarter them under supervisionstir fruit as it cooks

. serve the applesauce

. eat the applesauce

over low heat until apples are soft and will mash easily. If apples are just quartered, useplesauce is served in small portions, a few "red hots" may be sprinkled on top of each child'sn buttered bread or crackers.

LANGUAGE DEVZLOPIIENTThe teacher uses a conversational language during preparation and cooking time.

Today we have fruit that is good to eat whether we cook it or eat it raw. Letit will taste if .we cook it. First we wash the fruit, then cut it in pieces.it in the pan with sugar and water. We counted our apples. Now we need to measugar and water to put in the pan.

Umm-the apples smell so good when they are cooking.

La manzana (apple) es rojae t(red)(nak6-saW-nobi fr h -"KO

7,41 lon-Amn;, rpclionn,da, (pund)

dulce (sweet)(cito0feh1

una fruta (# fruit)0.06-tuA9

rubP

27

k*.VELOPHENT VALUES DERIVED PASENT4 TASKS

during preparation and cooking time.

ather we cook it or eat it raw. Let's see howthe fruit, then cut it in pieces. Now we put

anted our apples. Now we need to measure the

cooking.

mit)

The child will At school the parentwill

see many varieties ofapples carefully supervise

child cutting apples.use knife to quarterapples (fine motorskill)

taste a food he maynot have eaten before

express his like ordislike of the food

assist child in observ-ing safety precautionswhile near a hotstove or utensil.

At home child may

. wash fruit foring

. dice fruit for salad

-. discuss taste offruit

serv-

Commercial applesaucemay be served and childreminded how he preparedit at school.

25

aPtiASIS FOR LEARNING FOOD PREPARATION - PAP 0 D

BEhAVIOBAL OBJECTIVES


. decorate cookies orcupcakes

. count and match in aone-to-one concept

HATErsIALS

Supply:

, cookies, prepared in advance

. graham crackers

. mix for cup cakes

. electric oven. . ingredients for icing

1 stick oleo1 box powdered sugar3 tablespoons milk, lemon juice or hot wate1 teaspoon vanilla (if lemon juice is not

Tips for Teachers:

These refreshments could be simple enough to include in

use a cake decorator to make it "fancy."

One box of cake mix makes 24 or more cupcakes which can

the section for a "

be baked in an elec

STY FOOD

HATEruALs ACTIVITIES

ared in advancersakes

or icing

d sugarmilky lemon juice or hot water

nilla (if lemon juice is not used)

The child will

. participate in decorating cookies or crackers

. participate in making cup cakes and icingthem

serve the cookies or cup cakes to the children

nclude in the section

which can be baked in

for a "doll party."

an electric oven, or"

Children can spread icing on a graham

electric skillet or perhaps the school

cracker or

cafeteria.

Ii


The teacher uses conversational language adaptive for this situation.

Letls have a party for the doll's birthday and invite our mothers.Christmas

We will want refreshments.

What shall we fix? (Discussion may include what we will eat such as cookigraham crackers, or cupcakes.)

Shall we make punch?

Who will break the eggs?

Let's take turns in stirring.

Let's put the icing on. Everybody can help.'

It smells so good.

Poem: Come and play, come and play,It's a party day.Cake we'll eat,What a treat,It's a party day.

Additional Enrichment: "Let's Have a Party."

Action Poem: I mix the sugarOh so sweetNext the butterIt!s icing for aSpread it now--w

E L 0 P M E N T VALUES DERIVED PARENTS TASKS

ive for this situation.

and invite our mothers.

de what we will eat such as cookies,cupcakes.)

1p.

The child will

. experience "takingturns"

. assume responsi-bility for- making the food- decorating the

food- washing the dishes

. assist in serving,acting as host orhostess

. realize a one-to-onecorrespondence in

passing napkins, cup-cakes, cups of punch

At school the parentwill

. assist in cooking

. supervise icing


. let child assistin mixing oricing cake

. help child countin setting table

Action Poem: I mix the sugarOh so sweetNext the butter comes,It's icing for a party treat.Spread it now--what fun!

29

Poem: A mi me gusta cocinar (koh -1ee - nahr)

Cocas buenas y bonitas,A mi me gusts cocinar,Para fiestesitas.

(felg - es - teh - seer tahs)

MPEASIS FOR LEARWMG FOOD PREPARATION - POPPING CORN



. assist in preparing pop-corn

describe sounds of pop-corn popping

analyze the smell andtaste of the popcorn

Supply:

electric popper or skilletone pound of popcorncooking oilsaltpaper cups for serving

Tips for Teachers:

See verse "popping Corn" in Language Development.

Be prepared to pop plenty of corn!

PPING CORN


er or skilletpopcorn

r serving

The child will

assist in popping corn- measure the corn- salt the corn- fill the serving cups

repeat verse during popping corn procedureslisten for the sounds the popcorn makes

smell the aroma of the cooking corneat the popcorn

nt.

LANGUA-GE DEVELOPIIENTThe teacher uses conversational language adaptive for the situation.

The popcorn is a seed.We are going to pop it.We put the oil in the skillet.The oil must get very hot.Now we pour the popcorn in and put the lid on tight.Listen to the popcorn pop.Pop, pop, pop.

There are no more pops.It is ready to eat.

Pongo el aceite vegetal (cooking oil) en el saran.(at.' -5e ).:t(4... +61 )(e. (sahrL.tel-n'

el esquite,(popcorn)

la tapa (lid)(.1-1:01:110)

"Popping corn"Pop, pop, popHear the seeds hit the top.Hurry, hurry! Open the pan.We'll eat it nowAs fast as we can.

rt 31

ZLOPUENT VALUES DERIVED PARENT'S TASKS

ye for the situation.

n tight.

saran. .

(471.hr-tel-n,

The child will

. understand that- safety precautions

are necessary whencooking

- corn popper and oilbecome very. hot

- some foods change

appearance whenthey are cooked

- some seeds may beeaten

- salt improves thetaste of many foods

. experience a socialsituation


assist children's ob-servation of poppingprocess so the childrenwill not be burned

At home the p-Irentwill

introduce other seedswhich may be eaten.

LIYEASIS FOR LEARNT/4G FOOD PREPARATION - ICE CREAM



. name and combine ingre-dients needed to makeice cream

. participate in makingice cream with a hand

freezer

Supply:

. ingredients =or ice cream recipe5 eggs11/2.. cups sugar

1 can Eagle Brand milkh pint whipping cream1 package Vanilla Junket powder3 tablespoons vanillaadd milk to fill 1/2 gallon container

. hand operated ice cream freezer, ice, and i

Tips for Teachers:

Cooking activities provide opportunities for discussing and planning, taking

measurements, using desirable health habits and developing scientific concepKeep staples such as sugar, etc. on hand* in tightly covered cans.Utensils kept at school will facilitate the cooking experiences. These canbowls, measuring spoons, measuring cups, 3 large mixing spoons, 3 pairing kn

1 dish pan, 1 roll of foil.

CREAM

IATLRIALSACTIVITIES

or ice cream recipe

arBrand milk

ping creamanilla Junket powderns vanillafill 12- gallon container

ice cream freezer, ice, and ice cream salt

The child will

. identify and handle the ingredients that will

be used

. combine ingredientS in ice cream freezer

. discuss contrast in consistency'of ingredients

. crank the ice cream freezer

. help serve the ice cream

iscussing and planning, taking turns, following directions, learning quantitative

d developing scientific concepts.ghtly covered cans.oking experiences. These can be kept in scaled plastic bags and should include: mixing

ge mixing spoons, 3 pairing knives, 2 hand peelers, 1 large saucepan, 2 one gallon jars,

LANGUAGE DEVAILOPIIENT

The children and the teacher talk together during the process of food preparation.

"To make ice cream we need milk.sugareggs

"Now put the can inside the ice cream freezer. Now we need the ice and ice csalt. Now we crank it slowly."

The teacher utilizes the natural settings as she introduces quantitative words corrinto the situation..

As children serve they say, "Would you like some ice cream?"Yes, please""Thank you"

He gusts (like) el helado (ice cream)(ah.k.K..4h)

El helado es frio. (cold)1-1: ..eeCrtyv)

blanco (white)(0a.hnftco).

delicioso (delicious)

como e/ hielo (ice)(yeli=lc,h)

Additional enrichment: Song "Lets Have a Party"

33

VZLOPUENT- VALUES MUSED PARENT'S TASKS

uring the process of food preparation.

freezer. Now we need the ice and ice cream

she introduces quantitative words correctly

some ice cream?

The child will

. have a pleasant groupexperience such asone enjoyed by alarge family

. have experience inmeasuring and servingamounts of food

serve small portionsof ice cream actingas host and hostess

Party"

tooresmo.r


assist the teacherin making ice cream

help direct thechildren with thecleaning up respon-sibilities


encourage using"please" and "thankyou"

ELPHASIS FOR LEARNING FOOD PREPARATION - LEMON OR ORANGE


The child' will be able to

. prepare fruit juice fromfresh fruit

. analyze the fruit usingthe sensory approach

Supply:

hand operated fruit juicermeasuring cupparing knifeingredients for juice12 oranges12 lemons

4 cups sugar (appox. 2 cups for each galls2 gallon size containers

Tips fps Leachers:

If possible, a walk to a near-by grocery store to purchase fruit would be an

This activity could be used to prepare drink for party refreshments such as

A walk to.a neighbor yard to view fruit on the tree would be a first-hand m

ON - LEMON OR ORANGE


perated fruit juicering cup

knifeients for juicengesons

s sugar (appox. 2 cups for each gallon)lon size containers

The child will

. squeeze

. measure

. measure

oranges or lemonsthe water for the drinksqueezed juice

. observe fruit on a tree for size, smell,and shape

store to purchase fruit would be an enrichment for this project.

drink for party refreshments such as a holiday party or the doll's birthday party.

t on the tree would be a first-hand activity.

LANGUAGE DEVIiLOPILENT

- The teacher will use conversational language in preparing the drink.diced, each child will take a turn in squeezing the juice.

We measure the water.We measure the sugar.

La naranja (orange) esta enters. (whole)

partida (cut)

rebanada (sliced)10)

411 woo..

Additional enrichment: Song - "Naranja Dulce"

EVELOPILENT

;wage in preparing the drink. After fruit is

ezing the juice.

le)

t)

iced)

ice"

VALUES DERIVED

The child will

. identify oranges andlemons as fruits

. derive pleasure inpreparing drink toserve

. observe that orangesand lemons are grown

locally

PARE1 T4 TASKS


assist in cuttingfruit

. help children todetermine amountof sugar needed


encourage child toprepare drink forbreakfast forfamily

use sensory ap-proach when dis-cussing or pre-paring fruit

141111111111.111111.,=iM111/

36

UPEASIS FOR LEARNING FOOD PREPARATI9N - PEAS



use small muscle coordi-nation in shelling peasfollow instructions inpreparation of food

. use sense of sight,smell and taste indescribing peas

Supply:

pan with lidlong handled spooningredients2 pounds of fresh English peasbuttersaltsugar

small bowlsplastic spoons

Tips for Teachers:

Encourage the child to taste the peas but do not force him to eat all of th

TION - PEAS

nth lidhandled spoonedients

pounds of fresh English peastterIt

gar


bowlsis spoons

The child will

participate in- shelling the peas- washing the peas- placing peas in pan- adding seasoning

. tilize sensory organs toobserve the color of the peas- observe the size and shape- taste the uncooked peas- eat the prepared vegetable

but do not force him to eat all of them.

LANGUAGE DEVZLOPUENT

The teacher will use conversational language during the preparation and cookiN

Hare are some English peas that we can eat.The peas are inside the green pod.

(teacher can recite poem listed below and children will exclaim POP) (children'shelling peas)

Now we have shelled the peas.We wash them. Put them in the pan, add our seasonings and let them cook.

Los chicharos (peas) son verde. (green)at. krE' C4) t L) ( V. rfCI IY

redondos (round)(reh.dchn=01014.veget4es cvegetables)

( veh- heh-fah- hz)saben bueno (taste good)

(smh%behn)

Poem: We like to shell peasThat are fresh from a shop.We start at the tail-endInstead of the topSo they will explodeWith a wonderful POP!

EV2LOPUENT

during the preparation and cooking processes.

eat.

ildren will exclaim POP) (children assist .n

our seasonings and let them cook.

-7.

getables)hi)

ood)

VALUES DERIVED

The child will

v--

PAREFT'S TASKS

37

find many foods weeat take preparationtime before cooking

. have an opportunityto develop a tastefor cooked vegetable

...1 -.NOW


assist children whoere having diffi-culty in shellingpeas

emphasize need forcaution when child-ren are stirring foodin hot utensil


serve canned peasto demonstrate tochild that vege-tables can be freshfrom the store orpurchased alreadycanned

011.MINNINNIIMMIA

ELPHASIS FOR LEARNING FOOD PREPARATION WHIPPING CREAM



participate in makingbutter from whippingcream

make a whipped creamtopping from whippingcrPam

Supply:

one quart whipping cream. salt

hand beater, electric beater, or jar. bowl for mixing

knife for spreadinggraham crackers

one pint whipping creamsugar to sweeten the topping

. bowl for mixingknife for spreadinggraham crackers

Tips for Teachers:

The child can held an electric beater when making butter.

Allow the child to taste salted and unsalted butter and decide which tastes

- WHIPPING CREAM


rt whipping cream

ater, electric beater, or jarmixing

or spreadingcrackers

t whipping creamo sweeten the toppingmixing

or spreadingcrackers

The child will

assist in making butter withshaking cream in ajaruse a knife to spread the butter on thegraham crackers

a beater or by

assist in whipping cream. add the sugar to make a topping. spread topping on graham crackers

en making butter.

[ted butter and decide which testes better.


The teacher will use language naturally to fit the situation as it develops

This is cream that we can whip. Let's make something good to put on o

today.

(Teacher may introuace chant while whipping the cream)

(The children take turns in using the egg beater. Each child spreads

his own cracker.)

Now we can beat the cream until it is very thick. Now it is butter.

better with salt.

La vaca (cow) nos da (gives us) leche (milk) para beber. (to drink)

(beb- behr')para creiqa, (for cream)

(Kroh.. eno.h

para mptecmilla,(for buta hrhte -Kee-ya)

paramplogor cheese)

para nieve,(for ice cream(nee-eh- ve h)

para el cerealeh

(foK cereaVeIIV--aht)

As child beats whipping cream he may chant: Beat, beat, at, beatSee my beater going slowSee my beater going fastTime to add the sugar last.

39

E L 0 P NE N T

t the situation as it develops.

e something good to put on our crackers

ing the cream)

g beater. Each child spreads the topping on

thick. Now it is butter. It may taste

ilk) para beber. (to drink)behr')

para crema, (fob cream)(Kre en.th

para mantequilla,(kor butter)

para, uueso Lfor cheese)(tb-Sohlpara nieve,(for ice cream)

(nee -e h - ve h)para el cereal (for cereal)

(50w-eh-ate')Beat, beat, beat, beatSee my beater going slowSee my beater going fastTime to add the sugar last.

VALUES =DIVED

The child will

be able to eat butter

observe change In theconsistency of a sub-

stance

become familiar withprocedure for pro-ducing a finishedproduct

delight in an activ-ity that he can seethrough from begin-ning to end

PASENTtS TASKS


. assist the childrenin process of whip-ping the cream

direct children inthe cleaning-upactivities


let the child whipcream for a dessert

topping.

EMPEASIS FOR LEARNING FOOD PREPARATION - CONCENTRATED FOODS4



. prepare a drink

. participate in buyingand selling in a simu-lated situation

Supply:

can openerfrozen lemonade, orangeade, orpitcherlong handled spoon

concentrated fruit base drinkpaper cupscrushed ice

punch

Tips for Teachers.

Preparations for this activity should be done at the sink or cabinet t

PREPARATION - CONCENTRATED FOODS

HATLRIALS ACTIVITIES

upply:

can openerfrozen lemonade, orangeade, orpitcherlong handled spoon

concentrated fruit base drinkpaper cupscrushed ice

The child will

use frozen juice concentrate to prepare apunch concentrate drink

pour concentrated fruit juice over icecrushed in a hand operated crusherserve as "snow- cones" (raspa) in a papercup

. buy and sell conesin store center

should be done at the sink or cabinet to expedite cleanup.

LANGUAGE DEVILLOPHENT

The teacher uses conversational language adaptive for the situation.

The teacher opens the frozen juices and demonstrates to children that contents aror solid.

We pour the orange juice in the pitcher.lemonade

Now we fill the can with water tliree -

Pour it all in

Stir it round atd rounds

we are rea.:y 10 our rafres:Iv:mts.

Vaciu (I pour) el jugo en la jTerra.NM-Wye) 006-0 (ha.:4-6Lh)

4/11aam -.0110.

Action poem:

Pour thejuice from the caneAdd the water one -- two - three.

Um-m-m, it tastes so good to me.

DEVILLOPHENT VALUES OWNED PAKEFTIS TASK

e adaptive for the situation.

demonstrates to children that contents are frozen

tcher.

- oue c.

'

The child will

experience a feelingof satisfaction inmaking something "by

myself"

have opportunity toneasure liquid in acontainer

serve refreshments topeers usin; grace andmanners


assist children needinghelp in preparation.


have child assume re-sponsibility for pre-paring or pourin-, a1,everage for a familymeal.

1111.111,

42

EnPHASIS FOR LEARNING FOOD PREPARATION - FLOUR TORTILLAS



. mix the ingredientsneeded to make "masa"for flour tortillas

. roll masa into shape andcook the tortilla

Supply:

ingredients or instantelectric skilletrolling pinflour board

bread boardrolling pinelectric skilletbutter

mix for flour torti

Tips for Teachers;

Let the child assist in mixing ingredients and feeling the texture of dry in

Divide "masa" into 2 inch balls. Let each child roll his own masa into a to

FLOUR TORTILLAS

ATLRIALS ACTIVITIES

s or instant mix for flour tortillaskillet

killet

The child will:

identify ingredients for flour tortillas asthey are mixedassist in mixing the "masa"

. roll out his own piece of masa

. cook his own tortilla

. butter and eat the tortilla

and feeling the texture of dry ingredients before adding a liquid substance.

child roll his own masa into a tortilla.


The teacher will use language adaptive for the situation.

We measure the flour, 1 cup, 2 cups.Next the baking powder and salt.We mix in the shortening.Now a half cup of water.Stir it.Knead it.Take a little ball of masa.Roll it flat.

Now it's your turn to cook your tortilla.Salt it, butte- it, eat it.

- how good.

Hago (I make) la masa para tortillas.

Estiendo (I roil)

Coca (I core-'

With patting - a - cake motion: Tortillitas de maiz,VfC To 4..rt 4

Para mama que estA feliz;!:ef

Tortillitas de salvado;CSatiPti

Para papa que eats enojado.(El 1; .

AGE DEVELOPliENT VALUES DERIVED PARENT'S TASKS

tive for the situation.

2 cups.

lt.

ur tortilla.

rtillas.

n: Tortillitas de main,0,3E, Ne,r 4 (- 4

Para Monique estS

Tortillitas de salvado;,-,

Para papa que esta enojado.,, ,

1111111111=11.1M.SIIIM.010....1

The child will:

measure

use large muscles instirring and rolling

experience a feelingof satisfaction ofmaking this "myself"

At school the parentswill:

assist children whenmaking the "masa"and shape the torti-llas

supervise childrento see that safetyis exercised whenworking with hotskillet

At home the parentswill:

let child assist inpreparing tortillasfor a family meal

is for Art At

A

Art activities for the four y

is for Art Activities

i ies for the four year old ...V

EMPHASIS FOR LEARNING: ART FOR FOUR-YEAR-0

Art in the four-year-old curriculum is a "play activity" andshould be called "picture-making" play. Piaget says that achild's play is not just a random activity, but involvesself-directed experimentation. The'child is free to becreative. its may be guided to appreciate his own.workand the work s& others.

In a child's artistic development, his early motions arepurposeless. They are purely muscular activities. He swingsat the paper, hit or miss. This stage begins at about agetwo and lasts from one to two years. Gradually, controldevelops until one day geometric shapes appear repeatedall over the page. During a child's second stage ofdevelopment, he begins to name things he sees in hispictutes. He usually discovers objects and people inhis scribbles and may begin to tell stories about thepicture. Ihis stage occurs somewhere in the third orfourth year. Not until the child reaches thn age offive do objects become recogniiable in his drawingsor paintings.

Thereshoulsele

-In th

tearichildsciss

Cut ti

and hare sand tConcedrenhandeLearnimentchild

Pi:

Y,it

h:

ti

gii

du:

pp:

ndse:

des

thi

ti

GuidaThe following media should be available in the art showcenter and the teacher may encourage the child in the up thuse of this media:

tempera paint and one easelclaycrayonspaperpastescissorssewing supplies such as yarn, plastic

In wothe c

S

nIchj

The cnot ntimepoint

needle amid burlap Puppebe us

The child may-be motivated from teacher-directed experiences languto creativity with the art materials. He is given a choice paperof colors and freedom to design. He may pound, squeeze, creator model the slay according to how he feels. the c

to thparti

iri

itpot

is

ART FOR FOUR-YEAR-OLDS

"play activity" andPiaget says that ay, but involvesis free to behis own work.

rly motions aretivities. He swingsgins at about agedually, controlppear repeatednd stage ofsees in hisd people in

es about thethe third orthe age of

s drawings

it the art

child in the

irected experiencesis given a choice

pound, squeeze,ls.

There should be no teaching of skills and techniques. The childshould be allowed to express himself with his own choices andselections.

In this stage of development emphasis should first be placed ontearing for pasting because the larger muscles are involved. Somechildren at this.age cannot perform the skill of cutting withscissors.

Cutting and pasting provides activities for the development of fingerand hand dexterity. Eye-hand coordination and small muscle controlare s'.rengthened. The child learns to hold the paper with one handand to cut with the other hand. Safety procedures should be stressed.Concepts of sharp and blunt maybe developed. Cutting requires chil-dren's blunt scissors, newsprint, and construction paper. Left-handed scissors should be available for children requiring them.Learning to use paste without using too much of it comes after exper-imentation, even though the teacher has already suggested that thechildren may need to use it sparingly,

Guidance may also be given when tempera painting is introduced toshow the child how to dip and wipe the paint brush, also to cleanup the spills.

In work with needle and thread, the teacher will thread needle asthe child works with yarn.

The child develops pride by having his art work displayed. It isnot necessary that every child's work be on:display at the sametime, but rotate the display so that each child at some time canpoint with adAiration to his accomplishment.

Puppets contribute to many areas of preschool creativity. They maybe used in the various centers and they are good stimuli for orallanguage. The child may create his own puppets by pasting a flatpaper head or figure on a'popsicle stick. Bag puppets can becreated by the child. Provide small paper bags that are easy forthe child to slip on his own small hand. The child adds the featuresto the puppet and uses it in role-play or any activity that fits hisparticular need at the time.

1

Walking, Crawling and Jumping...Wheel ToysDigging and Gardening

Perceptual Motor DevelopmentWhole Body MovementsParts of the Body Movements...Eye-Motor Coordination

Auditory-Visucil Matching

1s1

ayCraw-lint-and Jumping 50

54

1+9

oys

and Gardening 56

Motor Developmentody Movementsthe Body Movements 60or Coordination 62-Visual Matching 66

50

MINAS'S FOR LEARNING -OUTDOOR PLAY WALKING, 'CRAWLING:;,ANIX-4WHPING

BEhAVIORAL okiEctivEs_

be able, to uPPlY:

. walking beam

arge MusE2S-4;i

p Ag,r-cliadi=!

itujOringi

. construct teaporarp out-door play- equitaient

ng

1

ropes

r Teachers:

nov more than three children, at A time- to-line -up for ru_ rr

tills Afraid- riior,s1rAhroogh-,ian,,ohjecti- the .--teacher=!lhaUld;,1_

to trawl to1'er._

WALKING , CRANLING AND=Jt MPING

HAM' TIES --

ng beam

ng board

1

blocks

perform eat:

-Cr jump

b#1.14: teMpOrailatilidtUres- andspontaneous play

n at a time to line up for turns.'__an object, the- teachei look' sToPP00_ eiein "Peek-ii-boo" while enct,---4---

LANGUAGE DEVSLOPUENTeacher

Put one foot in front of the other.YoUr heel of the front foot should

touch the toe of the back foot.Nov turn around and back again.

Crawl through the tunnel to me.

Poem:

Un pie (foot) esta enfrente de (in(flin-frehrr:leb)

el otro pie (other foot).detras de (bean

(dek-t-ra.hz.')

Yo puedo (I can) andar. (walk)(ahn.4.2.hri)

gatear (crwilli)(fia.h-teh-ahei

brincar (jump)(bra n - Ka. Ire')

En el resbaladero (the slide)

( TOIL- 6d.bi-ak-ciehl-Y0)

Me gusta jugar;

60%-sahrSubo la escalera (the stairs)

Ceive_-Kah-teh!--ro)Para poder resbalar.

(rehthail-lahr)

Poem for crawling: Peek-a-boo, Peek-a-booI see you, I see you;Ou your tummyCrawl right through.

Additional enrichment: songs - "Brincando"

"Walking to the Store"

Poem for sliding:

51

DEVILLOPUENT VALUES DERIVED PAKEFitS TASKS

Un pie (foot) esta enfrente de (in front of)( m-freh f) h )

el otro pie (other foot).detras de (behind)

fr ahz' )

Yo puedo (I can) andar. (walk)(a.hrtda.hr')

gatear (crawl)(lah-teh-ahei

brincar (jump)1) ,e)

En el resbaladero (the slide)

rehz-Me gusta jugar

(heoigahr )Subo la escalera (the stairs)

2t,Kah - le hf-r-a)

Para poder resbalar.(rehr')

boou.

do"

ng to the Store"

The child will

. become aware of bodyparts

grow in the develop-ment of motor coor-.dination

1

. deVelop large mus-cle skills

. enjoy creative play

Poem for sliding: Step, step, step.To the top at last,Slide, slide, slide,I come down so fast.


assist teacher inarranging equipment

direct children inusing and puttingaway equipment

watch for signs offatigue and rest-lessness and redi-rect when desir-able


encourage thechild to use largemt3cle activities

provide boxes orcrates for crewative play

U2ILASIS FOR LEARNING OUTDOOR PLAY - CLIMBING. RUNNING. AND PLAYING WI



. climb and support hisweight

run smoothly

. throw and catch a bail

. demonstrate ability touse a punching bag

Supply:

. climbing apparatus- large packing boxes- barrel

rope-- stairs

ladders

- horizontal parallel bars

ramps or any available inclinesrunways

. large rubber ballsbean bags

punching bag and/or large inflated clown

Tips for Teachers:

Locate climbing apparatus in space free of other outdoor equipment. It isshould have shade as well as sun. A covered outdoor area, large enough fothat would offer a corner of privacy for housekeeping play. Rere,the chilwatchful eye of the teacher.

ap

Pa

nt

an

c

el3

ou

USING. RUNNING. AND PLAYING WITH BALLS

HATLRIALS ACTIVITIES

apparatuspacking boxes

ntal parallel bars

any available inclines

ber balls

bag and/or large inflated clown toy

The child will

. play on available equipment utilizing armand leg muscles

enjoy free play running and chasing withthe other children

use balls and/Or bean bags for throwing,catching and kicking

utilize punching bag

other outdoor equipment. It is advisable to have a fence with child-proof exits. The areaed outdoor area, large enough for active plan is helpful on rainy days. Shrubs may be plantedousekeeping play. Hereethe children can withdraw without being entirely removed from the

LANGUA-GE DEVELOPUEN_T

Teacher

Climh.up the steps.Can you hang by-the:bars?

Climb:in the box.Can you climb on_top of the. barrel?

Can you run fast?

slowup

down

Throw the ball to an.Catch the ball.Can you kick the ball?Throw the bean bag high to your.friend.

Hit the punching bag hard.easy

Yo puedo cgrreF (run) riteido, 1(f t)(ifot.).rehr; ( rah-pre do n)

despacio,(slow),(de h z- pail -see-phipare axriba,(u2)

61.17 -fee - hpars Oslo 0011n

61h-bah- ho)To puedortirar (throw) la pelota.(-fr- r/)

dar un puntapie(pa'on-td.h-pee-th/

Yo le puedo pegar (hit) al boxiballn.

Cb ciF-a-bo.11-10

Additional enrichment: song - "Walk to the Store"

nursery rhymes - "Juan Juanito"_*".Teck Be Nimble"

DEVZLOPUENT

To puedo correF (run) raeido, (fiapt)wolvrenT1 (rail-pro -do I-1)

deSpaCi0,03100%Glehz-pah -see-oh)pars arriba,No)

60 ,re! bpars abalo 0000

ho)To puedo.tirar (throw) is pelota.

(far- thr/)dar un puntapie

(perontlii-pe-e-0,

To le puedo pegar (hit) al boxiballn. (punching bag)

(box-e-e-buii-ion')

to the Store"

s - "Juan Juin-11.ton

"Jack Be Nimble"

,VALUES DERIVED

The child Will-

develop coordinationof large and smallmuscles

. enjoy releasingphysical energy

develop motor skills

have the opportunityto release feelingsof aggression

TASEFTIS TASKS


assist teacher inarranging equipmentto allow adequatespace for free andcreative activity

offer physical sup-port whets needed

encourage groupparticipation

help set limits toinsure safety


provide similarequipment

encourage childto put away equip-ment

5L

EMPHASIS FOR LEARNING R PLAY

BZHAVIORAL OBJECTIVES MATERIALS


push the pedals of atricycle

. balance the wheelbarrow

pull the wagonsteer the wagon

Supply:

. tricycles

. wheelbarrows

. wagons

Tips for Teachers;

Plan activities and distribute toys so that no child monopolizes a toy. Do notwith the toy.

rPLAY - WHEEL TOYS

pply:

tricycles

MATERIALS

wheelbarrows

wagons

ACTIVITIES

The child will

. ride tricycles

push a wheelbarrow loaded or empty

pull a wagonsteer a wagon on an incline or with anotherchild pushing

vs so that no child monopolizes a toy. Do not require more three children to stand in line for a turn

LANG_UAGE DEVELO,PM_EN.T

The teacher uses conversational language adaptive to the situation.

Sit in the wagon.

It's your turn to ride.Pull the wagon.Push the wheelbarrow.

WagonRide on the tricycle.

in the wagonwheelbarrow

Me siento en (I sit) el.triciclo. (tricycle)Oft-ehoftoh) (1-0-6-55!.=10)

Me paseo en (I ride)(P ail -Sehi-o h)

Empujo(I push)(Am-pro,-110)

Estiro (I pull)6s-fegY4

El tric1cio (tricycle) tiene tree ruedas.(+cm 0) -eh:nah) 4rec =ciallz)

El carro (wagon) tiene cuatro ruedas.(riab=re') (cu- ct.h.=-Frc)

La caFratfila ( wheelbarrow) tiene una rueda.04d)Arteh4a,:lo4

Action verse for wagon play:

Who wants to ride today?Who wants to ride today?Climb inside, sit right downsI will pull you up to town.

Action verse for tricycle:

.Push the pedals down, down, down,Now the wheels go round and round.

55

OPNENTo the situation.

erse for tricycle:

pedals down, down, down)wheels go round and round.

VALUES DERIVED

The child will

. gain strength in legand arm muscles

. share and take turns

. use language increative play withwheel toys

PAREKTIS TASKS

At school the parents

will

. help set limitswhich insure safetyand group partici-pation

. watch for fatigueand restlessnessand redirect energyof children when

desirable

. encourage childrento put away equip-ment

At home the parent

will

. provide toys that

are conducive tothe development oflarge muscles

. teach proper careof wheel toys

Adtion verse for wheelbarrow:

Push the wheelbarrowRold it so)Or on the ground the toys will go.

(boy, girl may be substituted for toys).

56

=BASIS FOR LEARNIWG OUT DOOR PLAY - DIGGING_AND GARDENING-



use media conducive tocreative expression

pour to and from con-tainers

. exhibit vegetables andflowers he has grown

Supply:

outside sand box with cover. sand shovels

small autos and trucks. different size cans

plastic bowls. spoons

sifterspans and muffin tins

. .designated area for gardening

. sturdy junior garden tools

Tips for Teachers:

The outdoor sandbox is more satisfying to a young child than a sand table becausedren will start their outdoor play in the sandbox while watching the more activreturn to the sandbox because of the satisfaction sand play brings. The cover f

ING AND G4RDENING


nd box with coveris

s and truckssize cansis

ffin tins

area for gardeningor garden tools

The child will

. participate in sand play- filling and emptying

- pouring- sifting- measuring- stirring- dramatic play

work in the garden- preparing the soil- planting the seeds- pulling the weeds- watering- harvesting the vegetables- picking the flowers

oung child than a sand table because he needs to get into the sand himself. Many young chil-ndbox while watching the more active play; after moving on to other play interests, they willtion sand play brings. The cover for the sandbox is necessary to keep the sand clean an''. dry.

yealker

Pour the sand.SiftStir ,

Fill theEmpty.

Lets make a cake.pieMuffinsstreet

Mere are some cars.

Shovel the dirt.

Sake the clods.

Make a row.hole

Plant the seeds.

LANG-U-AGE D.EVELOPHENT

Action verse for sand box:

Sift the and into a bowl,And now a spoon I take;Stir it, ;Our it in a pan,And now a sake I make.

Yo lleno el cubo (I fill the pail)(16ine) (1d4016)

To coelo (sift) la,arena.,(dh-feh-nah)

revuelvo (stir)(re- yo`t -ef-fvevacio (empty)

(Va.- see oh)

con arena.

6x11-46-r-

Action Verse for gardening:

Dig the dirt,Rake the dirt,Plant the .seed just so;Mater it, now watch...Soon my plant will grow.

1

sil

o1=v

ti

S

an

to

on

.EVELOPIIENT VALUES DERIVED PAREN'T'S TASKS

57

1 cubo (I fill the pail) con arena. (sand)(0441-60h) (o..h-reh= oa

sift) la arena.Ca h.ceh!naii)

The child will

gain experience inthe use of differentmanipulative mate-,,,

rials to extendlearning .

show social-emotion-al growth throughcooperative activ-ities with his peers

. develop responsi-bility throughassuming care ofplants


re-emphasize limitsfor sand box play- sand must be

kept in the boxsand must not bethrown

be responsible forcovering and- uncov-ering the sand box

encourage childrento put away sandtoys


enforce limits ofsand play

help child planta garden

tion Verse for gardening:

g the dirt,the dirt,

ant the seed just so;ter it, now watch...

on my plant will grow.

4.110111110111011,

riiiASIS FOR LEARlilliGIAL MOTO E WHOLE



. hop on either foOt

. jump on both feet forWardand sideways

. skip (alternate hopping)

. move in rhythm

. balance on board

. balance while usingwalking board

EW

Supply:

. familiar target (object) at nose level

. drum

. balance board

*p81 3 sizes 3 x 3for base 4 x 4

x 5

2" x 4" x 8'Walking board

*p76

14"

arF

arc

A.(

8'

,arc

6

Tips for Teachers:

Teachers desiring further guidance in this area, may refer to:1. "An Individual and Group Perceptual Motor Training Program"

pamphlet by William Maskowitz DD, Somerville, N. Y.*2. Success Through Play by D. H. Radler and Dr. Newell Kephart, Harper and Row, N.

Games are described in the section "Guiding the Teacher." The teacher may add interestsuch as naming the walking beam "Harbor Bridge."

are

DIer

tt

EVELONENT (1) WHOLE_ BODY MOVEMENTS


arget (object) at nose level.

and

3 sizes 3 x 3

(.5

for base 4 x 4x 5

8'

td6

The child will

. play games- "Giant Steps"- "May I"

perform simple calisthenics on balance board

. perform on walking board as directed byteacher-

area, may refer to:1 Motor Training Program"DD, Somerville, N. Y.

er and Dr. Newell Kephart, Harper and Row, N. Y.

the Teacher." The teacher may add interest to the activities by using imaginative descriptions

dge."

Teacher

Look at theMop to the window.jump door

Skip door

Welk to the drum beat.MarchJump

LANGUAGE DEVILLOPNENT

. (familiar tar'et such as window, door)

(vary beat fast)

slowloudsoft

Stand on the balance board.Bounce the ball.

Throw and catch the ball.Clap your hands over your head.Temch your knees.

shoulders

Walk slowly to the end of the walking board.Walk backwards to the end.Walk sideways to the end.Wilk to the end, turn around and return.Walk to the center, turn around and return.Walk to the center, bounce, and return.

Toco el tambor OrtmO,rapido.rah:"P'FiAdespacio

,4ehz..p.11=:.--

fuerte ((to'

quedo (sof

boir)r;

Tiro (I throw) la pelota (ball)Ptsco (I catch)

Puedo andar (I(iaro.e.h=c10)

The child is not expected to repeat the teacher's directions.Adational enrichment: songs - "Play and. Sing"

"La Rueda de San Miguel"

can walk) derechojell-Tek 7(2

de lado (s

pars atras

pare

511

ac

Side

59

EV2LOPNENT

such as windows door)

VALUES DERIVED

The child will

Toco el tambor (drum) rapyo. Aast)

(-hal er1/- bo'r,r;.r.dh.TFTeost..m)

despacio (1lowly)

fuerte (loud)0.61..ehr'..mh)

quedo (softly)h )

Tiro (I throw) la pelota (ball)Ptsco (I catch)

. Puedo andar (I can walk), derecho. (straight)Jeh-m1,-

de lado (sideways)( Iv. 11-d hl

para atrs (backwards).t.h z'

para delante (forwards)h)

acher's directions.Sing"de San Miguel"

begin to developbody movement coor-dination

begin to acquirebody balance

. develop awareness ofdirectionality

develop spatialorientation

PARED:Tit; TASKS


assist child in per-forming activities.


. encourage the childto use motor skills

. build a balanceboard

. use a rope for childto practice balanceexercise

:am« ..............11MO.

6o

1.121iASIS FOR LEARNING PERCEPTUAL-MOTOR DEVELOPMENT_ (2) PARTS nr Army MOVEMF

liEhAVIORAL OBJECTIVES


point to parts of bodyon verbal commands

name parts of body asdesignated by teacher

. move designated parts ofbody.

petror

Tips for Teachers:

Use imaginative stories and descriptions with all exercises."Let's Take a Walk on London Bridge." (walking board)

TOR DEVELOPMENT (2) _PANTS nr Tinny MOVEttswrg

petsror


The child will

. follow directions standing, sitting, lyingdown

plarshmon Says"

dance "Rokey Pokey"

imitate puppetsplay- Mirror Game (children imitate each other)- Bumps-A-Daisy (hip movements)- Caterpillar Game (pretend caterpillar is

crawling over body, move that part)

ns with all exercises.(walking board)

LANGUAGE DEVELOPUENTTeacher

Ns is my head.nosechest

These are my shoulders.legsfeet

arms

(children on backs)Reit:4 your head off the floor.

shoulderschest (to sitting position)

(children sitting)Lower your chest to the floor.

shouldershead

(children on backs). Sit. Pull knees up, feet flat on floor. Jut- .p to standing position(repeat to drum beat)(standing). Sit with: knees up

. Straighten legs

. Lie on floor(repeat to drum beat)

Me atoco (touch) mi cabeza. (head):kbh (K:th-behnariz. (nose)

(v-ekt.cpecho

h(cest))

mis homtros (shoulde(oh sti- brohz)

rodillas (knees)fro Vi-de-ey6th z)

Me paro de pie. (1 _stand)(rah'. rah) (OA h)

Me siento.(I sit)(sae -ehrit+oh)

Me acuesto,(1 lie down)(txhic- aO- eh z`.-40 h)

Additional enrichment: song - "Put Your linger in the Air"

finger play - "Los Dedos"

....

-et

61

DEVELOPUENT VALUES DERIVED PASEFTtS TASKS

Me atoco (touch) mi cabeza. (head)(cal fr:oh ; (Ka.11-beh'-5o.h )

neriz (nose)

pecho (chest)

mis hombros (shoulders)brohz)

rodillas, (knees)(roh-clie.-yo.hz)

Me paro.de pie. (I stand)

( ) (ce:Te.-eh)

Me siento.(I sit)(sffe-zhnt-I-0 h)

Me acuesto.(I lie down)(Wig- 157. eh -40 h )

Finger in the Air"

s Dedos"

The child will

. be aware of wholebody

develop adequatelaterality

. develop concept ofspatial orientationand directionality


model and encouragechild to imitatefinding parts of body.

At home' the parent

will

encourage child to usenames for body parts.

62

EMPHASIS FOR LEARNING PERCEPTUAL - MOTOR DEVELOPMENT (3) EYE - MOTOR COORDINATIC

BEHAVIORAL_ OBJECTIVES MATERIALS


. follow flash light beamwith either and/or botheyes

touch rubber ball inmovementfollow rubber ball inmovement with his eyes

follow dowel rod inmovement with both eyestogether

. copy simple designs onpegboards

Supply:

. flash light

DE

. a suspended rubber ball with string as shown bel

. pencil rod with thumbtack in eraser 8?

2 pegboards. pegs with large heads

ght

de

rds

h1

Tips for Teachers: All activities are performed with each eye and then with both e orm

DEVELOPMENT (3) EYE - MOTOR COORDINATION

MATERIALS

ght

ded rubber ball with string as shown below

od with thumbtack in eraser 8U

rds

h large heads

ACTIVITIES

The teacher will\instruct the child to

. follow light wIth his eyes as he- keeps head- looks only ai\light beam

lie down and use eye movements to follow aball swinging- in pendulum motiOi%,- to and fro- in a circular motion

use his eyes to follow the tack as thepencil is moved- to form the arc of a cll.rcle

in a 20" radius with the child as thecenterup and down diagonally

ormed with each eye and then with both eyes. Head is not moved.

1 1

LANGUAGE DEVZLOPNENTThe child may

imitate some of teacher's directi ...s incidentally as he follows the directed acti

63

dentally as he follows the directed activities.

The child will

develop smooth eyemovement

develop eye-handcoordination

1111=1/am


. direct beam, watchchild's eye move-ment, give neededpractice

swing ball, and

observe eye move=nents, give neededpractice

. use pencil or rod, ob.serve eye movements,give needed practice


repeat similar.eyeexercise practices

A

64

ra.

EMPHASIS FOR LEARNING PERCEPTUAL-MOTOR DEVELOPMENT (4) EYE-MOTOR COORDINATE



. exhibit large flowingarm motions

. construct straight linesfrom dot to dot

draw lines and shapes ofdifferent sizes

Supply:

. oversize kindergarten chalk

. 3' x 4' chalkboard hinged to wall so bottom wiout and board may be used at different angles

. templates of geometric forms

Tipe for Teachers: Templates are made from pieces of pressed wood with shapes cuthen as a stencil, The child traces inside the cutout boardshape onto the chalkboard. These templates are available coo

The child holds the template or chalkboard with one hand and

-MOTOR DEVELOPMENT (4) EYE-MOTOR COORDINATION (CON'T)


ly

ersite kindergarten chalkx 4' chalkboard hinged to wall so bottom will swingt and board may be used at different angles

plates of geometric forms

The teacher will instruct the child to

. scribble anyway he wants to (encourage largemovements in any direction)draw a line on the chalkboard as straight ashe can, following dots made randomly byteacher

. make a circle (encourage free smooth move-ment; if child needt help, draw 18" circlefor child to trace, first with the fingertouching the board and then not touching)

. make a straight line using straight andslanted downward strokes (if child moves outof place, tape footprints to floor)

make a circle (use template if necessary). make a square (use template if necessary)

de from pieces of pressed wood with shapes cut out of them in geometric forms. This board is used1. The child traces inside the cutout board having chalk touching the edge of the form as he traceshalkboard. These templates are available commercially or can be made.

the template or chalkboard with one hand and uses his dominant hand to trace inside the cutout board.

4"

14

.1,1y i;11'4'111z,.'41.4r111,0

" 4ip

, 0,1, I., a.111.44", q+,:g r r,irrrJr1, I. 1, .411, r 4, ,r1,0 , r r,

65

IVELOPHENTd4.11

cl re

-10k)

VALUES DERIVED

The child viii develop

gross motor control

. became aware of di-rectionality

. be able to reproduceshapes followingtactile-kinestheticexperiences

PASEETtit TASKS


work with individualChildren at board


call attention toshapes found inenvironment,

66

EMPHASIS FOR LEARNING

BEHAVIORAL OBJECTIVES

PERCEPTUAL - MOTOR DEVELOPMENT (5) AUDITORY-VISUAL MA

MATERIALS


. repeat rhythm by sounds

only

reproduce rhythm bysound and sight

perform activity whengiven oral direction

Supply:

. stick or spoon

record playerrecordslistening stationtape recordertapes made by teacher, giving directionsin using peg boards and buttons

peg boards and pegsbuttons

to

OP

ER

lot

chi tea.

oar

Ps

Tips for Teachers:

"Johnny Works with One Hammer" may be sung or used as a finger play activity.

6PMENT (5) AUDITORY-VISUAL MATCHING

TERIALS

ion

teacher, giving directions to childrenoards and buttons

pegs

ACTIVITIES

The teacher will instruct the child to

. close his eyes and imitate rhythmic tapping

pattern

(vary speed and rhythm)

MIMMIN OMEN..

=1111 I ME.10110

. sing "Johnny Works with one Hammer" ascumulative activity using one hand, thenboth hands; one foot, both feet, andfinally, nodding head

make a straight row with red pegs

put one red peg and one green peg, etc.

put the buttons in a line on the table

count the buttons one, two, three

ed as a finger play activity.5

R

LANGUAGE DEVELOPIIENTliabro (I open) los °Jos. (eyes)

(col bi- roll; h os)Cierro (I close)

(si-e-eh ob)

Nuevo I move)(maeo-eli-Vob)

Parpareo (I blink)po.h-r461.-oh)

.mpmmm.rm.....m.amndw mwwWww

Additional enrichment: song - "Johnny Works with One Hammer"

DEVELOPIIENT

1M4gm. sayoso.,..../.000.

y Works with One Hammer"

VALUES DERIVED

The child will

. 'follow directions

. develop recall

. listen discrimi-nately

strengthen finemotor muscles

. develop whole bodycoordination

PASEKTIS TASKS'


direct child inexercises.

At home the parentmay

direct similar exer-cises with own chil-dren.

omm.......1

Bathing the Baby 70

Playing. Store 72

Doll's Birthday 74

Beauty Shop. 76

Playing Doctor and Nurse 78

69

Playing School.... 80

Sewing 82

Shaving .84

Going Places 86

Train Game 88

70

EITRASIE,IOR LEARNING

Amulawiiii.OBJEcTIVEs

ROLE

The -chi14'4M be able to.

=use materials properlyidentify_ body partsgain* All muscledexterity

towel covered tplastic 'bath -tub

Can Of'lbaby powderwashcloth

taweldiaper- and =safety. ,pii 8.washablO baby doll

Tips for Teachers:

Rae-ithe scene, with a teapOrary-sOenter':and'iuggest that the,"baby" needs a bath.

'Myatt conversation using applicable= vocabulary.

Establish a routine for- cleaning after play.

co

isf b

r a

ble

anc

oci

P1

- BATHING THE RAki'

HATtram,- s

7

covered tábleic bath tubf baby powdercloth

r and safety piñable baby doll

ACTIVITIES=

-_ The Chitifiiill;

bathe the dollrepeat sentences SOdeled*teacher

. dress the doll

. clean the canter-

and suggest that the 'baby" need* a_bath. -t'-

ocabulary.

play.

1

7'1

t

L A N G U A G E DEVZLOP1IENT G E

Giv3 the "baby" a bath.

Here ii the soap.wash clothtowelpowder

Wash the "baby's" face.handsareaearslegsfeet

The baby looks clean.pretty

Le lavo (wash) la cara (face) al ago. al(lah '-veh) (Kallfruh) (nrefrie )

)las winos (hands)z)

los brawn (arses)(brah t soh e)

las orejas (ears)( oh -reh'- haz.)

las piernas (legs)(pere-ohr!nahz)

los Pies (feet)

)

ah

--4.wAll.

Tune: (Did you Ever See a Lassie?)

,p ,Akpiflo_ggqueflo, pequeflo, ueBo;tocit'lsoltnir-Yro) (pah-werit

Bra el bib chiquito lo voy a b(chic -tire 41:4) (bah- ?4,-r'1

Contjetura, coneart.froh cloth) yfloal, la, (towel),Y akentrps dye `19 baliorft, voy cintar VT" -14L1

On a-en n z.) (WI rp.4.0.6

Bathing

v-tb

n-

I'll batI'll batWith soaWith wasI'll bat

71

GE DEVZLOPHENT VALUES DERIVED PAREFTtO TASKS

al tailk,(nee --no

a)ah z.)

1--1111111.

nth) ylpalla.(towel),%.roh-ah-v

n-tah

The child will

assume certain re-sponsibilities forbathing the doll

clarify concepts re-garding role ofmother

practice basic lan-guage skill

strengthen conceptof acceptable stan-dards of cleanliness

Bathing Baby (Tune: Did you

I'll bathe the little baby,I'll bathe the little baby,With soap and with water.With wash cloth and towel,I'll bathe the little baby,

Ever See a Lassie?)

the baby, the baby,

I'll baths her today.

I'll bathe her today.


be'available to helpwith pins, see thatchildren take turns,encourage conversation:


use :meaningful vocabu-

lary in both Englishand Spanish whilebathing child, therebystrengthening conceptof parts of the body

72

aTHAsis FOR LEARNING PLAYING STORE

BEbAVIORAL OBJECTIVES


. identify money

. make a choice

. orally identify mer-chandise displayed

. -participate in conversational dialogue

. discriminate choices bysite and color

Supply:

. toy money

. stores representing

ice cream parlor with tagboard cones contaStyrofoam ice cream colored pink, yellowbrown to represent strawberry, vanilla anchocolate ice cream

fruit and vegetable store with plastic fand vegetables

toy store containing plastic cars, trucksairplanes, small dolls, and other availabstore items

pet store with small-toy animals (prefersseveral types of each animal)

Tips for Teachers:

The store is more effective if the articles used are not from the toys used iintervals.

pream 1

0818

to

ate

and

get

rees

ite

ore

1 t

su


presentingam parlor with tagboard cones containingoam ice cream colored pink, yellow and/orto represent strawberry, vanilla andate ice cream

and vegetable store with plastic fruitsgetables

re containing plastic cars, trucks,es, small dolls, and other availableitems

ore with small toy animals (preferably1 types of each animal)

The child will

use toy money in a play-store situation

assume roles of storekeeper and customer

. purchase fruits and vegetables

. assume adult roles in making purchases

. indicate preference of animal using descrip-tive adjectives

s used are not from the toys used in the centers. Set up different type stores at varied

LANGUAGE DEVELOPMENT D

I ham a penny.nickeldime

"I want to buy strawberry ice cream.vanillaChocolate

May I have some

Which one do you want?

I waist the red boat.

yellow carblue truckgreen airplanebig doglittle cat

I will buy.apples.orangesgrapesbananas

.40411011,

He bought

Finset plays Hand represents basket and fingers represent the fruit. fii

To tengo fruta en mi canestitc. , N it4

Cfrect*-1) (Kahn- ali z- te-e- tail) clJ

'Cul

' i+rairg. zanas ' y PeFfe/Mi-tahz) toliAnvs y dnrasnos tambi(n

( -W4nohi)(Ja6-11AZ-nolls),Mis fyutas bonitos, mis frutas bonitas: to( In iebKrrcro *dim) Cbohncre f.t ah 4

DEVELOrIENTHe bought

VALUES DERIVED

The child will

fingers represent the fruit.

eilz-fee-itch)

+464

tas bonitas!(kohn.a

. become acquaintedwith value of money

practice communica-tive skills

enjoy participationin role playingsituations

gain knowledge ofcolors, numbers,and sizes of arti-cles for sale

73

PAKENTtS TASKS


help set up store andkeep it in order


take child tovariety of stores

allow child to makechoices of pur-chases in store

. help child to learnvalue of coins

Additional enrichment:

song - "Going to the Store

"Manzanitas"

finger play - "Counting Pennies"

ELATEASIS FOR LEARNUG ROLE PLAY - DOLL'S EDTRIDAY PARTY

BEEAVIORAL OBJECTIVES MATERIALS


. make a choice of gifts

. manipulate materials forwrapping and tying

. place specified numberof candles on cake

. develop small muscles indressing dolls

Supply:

small trinkets for presentswrapping material- small boxes- tissue paper- ribbons

birthday cakecandle holderscandles

. doll clothes

Tips for Teachers:

Make the dolls birthday cake from a round box, painted with whipped soap fliholders and candles.

Select one doll and suggest that she is having a birthday and the other doll

bOLLIS BIRTHDAY ?ARTY


1 trinkets for presentsping materialmall boxesissue paperibbons

hday cakele holdersles

clothes

The child will

. select and wrap birthday gifts

. prepare refreshment table for the party

. give the party

mid box, painted with whipped soap flakes or covered with paper mgai. Decorate cake with candle

having a birthday and the other dolls are invited. Teacher must be available to direct dialogue.

LANGUAGE DEVELOPIIENTI want the ring.

braceletdollwatch

May I have ice cream?Would you like cake?

coffeecookies

Please give me some coffee.

Thank you.

Dime (give me) el anillo (ring), por favor (please). Gracias. (tId-* y.,A(1.V-me'II ) (2.4.1-nat:yo) (!;lath:,41:44hs)

la maces (doll)'craro4i6d00')

el reloj (watch)

Pfisame (pass, to me) las galletas (cookies), por favor. Gracias.(541-yeh=tahz)

el cafe'(coffee)( a.h-fehl

el pan (bread)pah n

ANS.. -- alom......

D

or

(cohi

ee)

DEVELOPUENT

or favor (please). Gracias. (thank you)

(coht) okies), por favor. Gracia..

ee)

VALUES DERIVED

The child will

practice courteoussocial patterns

extend small muscle

dexterity throughwrapping and tying ofgifts

. develop languagethrough role play

75

PASEPTIS TASKS


distribute materialsnecessary for simu-lated gifts

. decorate the cake

At home the parentwill:

extend learningthrough having abirthday party fora child

. use proper socialcourtesies

76

EMPHASIS FOR LEARNING ROLE PLAY - BEAUTY SHOP



express creativity in roleplaying situations

Supply:

rollers (preferably sponge type). bobby pins

combs. ribbons and barrettes

hair dryer made from a large plastic bowl fastenn chair

center decorations (pictures of hair styles cutmagazines)

Tips for teachers:

This activity provides free spontaneous play conducive to the extension of communutilization of the material but should be allowed to develop role elaying situati

BEAUTY SHOP


lens (preferably sponge type)by pinsbsbons and barrettesr dryer made from a large plastic bowl fastencd toair

ter decorations (pictures of hair styles cut fromazines)

The child will

role play situations involving beauty operatorand patron

ous play conducive to the extension of communicative skills. The pupil will need active guidance inld be allowed to develop role playing situations independently.

LANGUAGE DEVELOPMENTLanguage deVelopment is incidental and might be of a nature far removed frwith which the child is working. Spontaneous conversation while role playaged.

The teacher may build concepts through observations as:

Your clean hair looks pretty.

I like your pony tail.

Your hair looks very nice.

Your hair needs to dry longer.

I like your long hair.

The spray smells nice. .

Your hair feels smooth.

....11116-

GI

and

poll

ugh

GE DEVELOPMENT VALUES DERIVED PARENT'S TASKS

and mignt be of a nature far removed from the materialspontaneous conversation while role playing is encour-

ugh observations as:

The pupil will

. develop socialskills through roleplaying

extend social emo-tional growththrough sharing andtaking turns

. learn how to prop-erly cleanse andarrange hair

. increase self-es-teem through im-proved appearance


check adequacy ofmaterials, andsupplement asnecessary

. instruct childrenin usage of equip-ment


take proper careof child's hair

implement propersanitary procedures

78

EMPHASIS FOR LEARNING ROLE PLAYING - DOCTOR AND NURSE

BEHAVIORAL OBJECTIVES

The child will Le able to

role play situationsinvolving doctor and/ornurse

. use correct terms re-lated to his health

Supply:

nurse's kit including apron, cap, bandages,toy "shots"

doctor's kit including stethescope, thermometmicroscope, and glasses

Tips for Teachers:

Motivate the activity by suggesting that the dolls are ill. Tempera spots pain

kJ

otg

's

opg

th

DOCTOR AND NURSE


kit including apron, cap, bandages, candy pills,ots"

s kit including stethescope, thermometer, toyope, and glasses

The child will

wear costume appropriate to his roledramatize situations using doll as patient- put to bed- give shot- take temperature- take doll to the hospital

the dolls are ill. Tempera spots painted on dolls resemble chicken pox or measles.

LANGUAGE DEVZLOPIIENTMy doll is sick.

has measlesChicken poxsore throatfever

/a., /Her head hurts. Este muneca (doll) eats enferma (is sick)C

stomach(rn.(0-7;211-10 no esta (is well)

0foot eats mg (is very scr7,4..i-ei

She wants to vomit.

I'm going to the doctor.

nursedentist

She needs medicine.

a shotbandage

111.1111. ..mlo. . 4i.o r - ,

79

r. L0PiiENT VALUES DERIVED PASEVT'S TASKS

muneca (doll) este enferma (is sick)(c16.,A1.)no-7146-1(4 no esti (is well)

este mey (is very sick)

The child will

. become familiarwith terms ofexpression

. develop attitudethat doctors andnurses are ourfriends

. develop receptiveattitude towardimmunisation


. make nurse anddoctor costumes

. arrange the"hospital" orclinic in desig-nated place

. store materialsafter play


. reinforce positiveattitude towardgood health

. discuss doctor'srole in improvinghealth- importance of

following direc-tions

- importance ofimmunisations

80

t- -

ELPHASIS FOR LEARNING BOLE PLAYING PLAYING SCHOOL



express creativity inrole playing

. communicate in basicEnglish vocabularyrecite familiar poems

Supply:

"reading books" containing picturespicture flash cards

. papercrayons

Tips for Teachers:

This is a mill group activity.

lie "teacher" should be a child with leadership qualities who can role play the par

COL

RIALS ACTIVITIES

ontaining picturesrds

The child will

. listen and respond to the "teacher"

. participate in oral drill

. follow verbal instructions

alities who can role play the part and make the exercise constructive.

LANGUAGE DEV2L0PNENTReview of basic English vocabulary:

That is aHere is aI have aI see theGive we a

(picture cards of familiar objects, displayed by the

Additional enrichment: songs - "Safety"

- "School"

"Manzanitas"

Jl

EVZLOPUENT VALUES DERIVED PARENT'S TASKS

familiar objects, displayed by the "teacher"

The child will

. reinforce learningEnglish

. develop social-emotional concepts

. participate incooperative play


assist in preparingmaterials needed bythe children in theirrole of teacher orpupil.


make books and othermaterials accessibleto the child so thatrole playing is en-couraged as a gameat homes

..11101.

82

EMPHASIS FOR LEARNING SEWING

BENAVIORAL OBJECTIVES

The child will be.able to

. develop small muscleand eye-hand coordination

. manipulate a needle andthread

. create a design that is,pleasing co him

Supply:

MATEItIALS

. blocks of colored burlap

. colored yarn

. large eye plastic needles

red

e 4

Tips for Teachers:

All children will not be interested in this activity and should not be pressureaccomplish the same objective.

tt


of colored burlapred yarne eye plastic needles

The child will

experience the pushing and pulling of aneedle while stitching (no fora or patternis observed)

stitch on a line.drawn on the burlap withchalk

. create a picture from a basic shape suchas a circle, square or tristgle

this activity and should not be pressured to take part. Substitute other activities that will

- _

t

LANGUAGE DEVELOPUENTFree conversation will be carried out in either Spanish or English while the childsewing.

Action rhyme for beginning stitchery:

In and out my needle goesDown and up my needle sews.

Action rhyme for sewing a design:

Push and pull-the yarn on throughHere is something I can do.

Poem:

Por arriba y pordebajor.c 6. rast 6o,t, ) (.4e h )

De la telita(teh-lattv.h)

Case, Ccse mi agujita(k-Wsvh) (cs.6-5e1)-ha-taii )

Over and under

The little cloth,

My little needle sews, sews.

n e

The

MY

DEVELOPNENTn either Spanish or English while the child is

er and under

.he little cloth,

My little needle sews, sews.

.

VALUES DERIVED

The child will

derive a feeling ofaccomplishment

gain eye hand coor-dination

enjoy an "adult"activity

siblEMINIIwe

PAKENT41 TASKS

$33


. thread needlesuntangle yarnsee that child doesnot injure himselfor others


provide stitchingopportunities

praise the childfor his efforts

81

EITHASIS FOR LEARNING SHAVING



dramatize an adultexperience throughrole-playinguse tactical sense offingers to discriminate

supply:

. safety razor with no blade

. aerosol cream

. pan with water

. towel

. mirror

Tips for Teachers:

This should be set up as a temporary center. Put a mirror and a pan with water on a t

this role playing situation. This activity must be restricted to boys.


with no blade

The child will

imitate adult role in shavinguse applicable language to describe feelingof face

Put a mirror and a pan with water on a table. The center itself will stimulate the child in

must be restricted to boys.

7

LI

--

..4 $4

o .11$.1 u$4 46

1 41.1

0

01 144

$4

.3O$.444

*$1 V NI IA

V44

$4 Vil 2i r4 a

..4!iv

O al 0 0.0 $4 *. $4 i 'A V a, A.t: aial s. t a '4J act It $4 00 * 0* SI a TO 044OD 0 5

.$ 4.is erl 0 -0 0 .0 00 1-, 4 u RI

4.4

g

'Af ,411,[:,1`,",,,,`,',1''

4,.'41.`; ti110.'0.040,4'q";

I

44

-I

85

EVELOPHENT' VALUES DERIVED PAKEKTtS TASKS

The child will

experience the per-forMance of an adultrole

use both large andsmall muscles while -shaving

develop a vocabularythat describes thisexperience


set up the shavingcenter.

At- home the parent

will

strengthen the fatherrole concept by en-couraging father-childcompanionship.

86

v.*

EMPHASIS FOR LEARNING GOING PLACES



tell what is familiarabout a particular placevisited

discuss "neighborhoodwalk" experiences

. evaluate the environmentas to work and play area

tell about differentkinds of work people do

. identify fruits andvegetables

. discuss indoor and out-door occupations

recall experiences ofexcursions

Neighborhood excursions may be planned

Walks totee where people live

. "see trees and flowers

. visit a park to play or picnic

. visit a lumberyard

. a florist's shop

a grocery store

see people and machinery at work, such as buunder construction, cement mixers, street reor telephone repairmenvisit a garagea beauty shopa tilling station

Supply:

pictures relating to excursions. "dress-up" clothes

Tips for Teachers: Excursions should be simple and kept as close to the childrshould be walking trips in the neighborhood. Each school wwill need to adjust excursions to fit the area.

GOING PLACES


d excursions may be planned

re people livees and flowers

park to play or picnic

lumberyardst's shop

ry store

le and machinery at work, such as buildingsonstruction, cement mixers, street repair crewphone repairmengarage

y shopng station

s relating to excursionsp" clothes

The child will

. discuss what he already knows about theparticular place visited

. observe neighborhood environmentObserve colors, sizes, and shapes innature

. pack a lunch

. purchase nails. get lumber scraps for work bench activities. select a plant to buy for classroom. buy fruit or vegetables for food preparation

activities

. observe people at work

. discuss what was seen on trips

. role-play various occupations.simple and kept as close to the children's natural experiences as possible. These excursionsps in the neighborhood. Each school will not be near all of the listed places, so each teachercursions to fit the area.

LANGUAGE DEVZLOPIIENTThe teacher will use language adaptable to the situation.

What will we see when we go to

See the different houses.

Let's pack a picnic lunch.

Look at the tall trees.

We will not pick the flowers in the park.

Mare does your father work?

Does your mother work?

Additional enrichment: song - "Going to the Store"

o 1

th

87

DEVZLOPUENT VALUES DERIVED PARENT'S TASKS

the situation.

the Store"

The child will

. use sensory percep-tion

. be motivated to useoral language

. gain awareness ofimmediate environ-ment

%


assist in safety ofchildren,


. stirulate conver-sation about ex-periences

. take child onlonger trips

. talk about whatis seen

+101111110

88

LIPHASIS FOR LEARNING THE



. arrange chairs in a line

. use correct Englishwords to describe actionas depicted in picture

. use the present and pasttense of the verb to see

. answer questions in acomplete sentence

HATOIALS

Supply:

. blocks, boxes or chairs

. transparencies or flash card pictures de' 1

or pet performing the action to be descr pet

Tips for Teachers;

Display the picture or transparency as the child pretends to look out the

Playing the make believe game of taking a trip relieves the tedium of driif the child's attention wanders. Limit the transparencies or cards to fi

as

in

int

AME -_DRILL ON VERBS (SEE -sAw)

MAILRIALS ACTIVITIES

cks, boxes or chairs

parencies or flash card pictures depicting childpet performing the action to be described

The child will

. construct a train, bus, or airplane usingthe materials supplied

. look "out the window"

. describe the action using the present tense"I see"

. answer the question "What did you see?"by , using "I saw"

as the child pretends to look out the window.

ing a trip relieves the tedium of drill on the child's imagination. The game should not be prolongedimit the transparencies or cards to five scenes at the beginning.

Teacher

LANGUAGE DEVZLOPIIENTPupil

What is the boy doing? The boy is playing ball..girl girl jumping ropebird bird flyingdog dog runningcat cat drinking milk

What do you see? I see the boy playing.girl skipping

(Remove the picture) I saw the man working.What did you see? rabbit hopping

39190

EVZLOPNENTPupil

The boy is playing ball.girl jumping ropebird flyingdog runningcat drinking milk

I see the boy playing.

girl skipping

I saw the man working.

rabbit hopping

VALUES DERIVED

The child will

. attain increasedattention span

. improve Englishvocabulary

. structure sentencescorrectly

PASEntS TASKS


. prepare flash cards

. operate projector


play "I see" with theChild while riding orwalking*

,1,

cn

4)C

C)

014- *=

am WIWI MI MI MEW NW bud foul1044,1;60W .1;

t.:Hdlot,le, ON ^, 4

Interesting_ Dis--C-overies'

reness 92

Center

als 94

ts 96

98

as imp am sow mere 100

91

92

EMPHASIS FOR LEARNING SELF AWARENESS

-BEHAF.TORAL OBJECTIVES- - MATERIALS


-identmfy parts of thebody-

lotate facial feattirelk

. direct the,teacher indraWingili figUte

Supply:

Flannel board .-

flanael:Cutoutt: of head

. chalkchalk board

Tips_ for Teachers:

Additional enrichment: song --i-"Fartet del- Cuerpd"'

finger plays - "Fingers and Toes""My Face"

"Parts of the Face"

MATERIALS ACTIVITIES,

oardut outs of head

The child will

. point to and name thelitts of hie body asindicated by the teaCher-

. use finger play "Pats- of the-Face"name and,corredtly place-on the flannelboard the different paits of-the head

tell the teacher how to draw on the chalkboard one of the children chosen as a model

. identify the missing part when erased byteacher

Cuerpo"gers and Toes"Face"is of the Face"

LANGUAGE DEV..LOPI1ENT

Formal: Here are the eyes.ears

is nosemouthhairneck

Put his head on the flannel board.nosemouthhairneckface

That is his head.

Those are his eyes.ears

Put his eyes on the flannel board.ears

Those are his eyes.

He has two eyes.She one nose

I will draw his head arms

neck bodyshoulder legs

EVELOPUENT VALUES DERIVED PARENT'S TASKS

93

The child will

practice English ina group situation

. become aware of theoneness and twoness

of body parts

grow in self- aware-

ness

. relate knowledge ofself-identity toother persons


help individual chil-dren who have diffi-culty repeatingsentence patterns

At home the parentscan help the child

. touch and name theparts of the faceand body whilelooking in themirror

. repeat the rhymesidentifying theparts of the body

91+

=PRAM FOR LEARNING SCIENCE CENTER - ANIMALS



identify by name- animals in the class-

room- pictures of animalsdisplayed in room

- the various body partsof animals

identify daily needs ofanimals

classify animals byfamily groups

-411111111110111011ONOMOlt.

Supply:

aquaritim wit.h fish

animals in cages- turtle- hamster- gerbil-

- guinea pigpets for short visits- duck- kitten

- Pupil- rabbit- chicken

. insects in bottlesanimal replicas-

. pictures and books

. records of animal sounds

. animal lotto games

tips for leatfaers:

The aquarium remains in .the classroom all year. .')they animals should be kept onLiving Material Center.

All learning is accomplished through child's personal experience and observation

A "Mystery Box" contrining animal replicas is a fun device for using language.

rium

is

rtleto

bilinea

forcktten

PYbitcke

is

itres

ds11

all

hi]

ics

rium with fishis in cagesrtleter

bilinea pigfor short visitsckttenpybitckenis in bottles1 replicasres and booksds of animal sounds1 lotto games

ACTIVITIES

The child will

. play with the pets

. observe the animals in the roomuse replicas for identifying and classifyinganimals

. pantomime animals by sounds ane movements

. feed and water the animals

categorize animal pictures according to- animal movements

- animal families such as mother horse andbaby colt

play animal lotto

all year. Other animals should be kept only periodically. Many animals can be obtained from the

hild's personal experience and observation, not through drill.

ices is a fun device for using language.


This is a good time for formal sentence pattern drill:

Teacher -Pupil

I see a horse. (repeats)saw fish

dogcat

That is aHere is thelie has two ears.

eyes

It has big ears.little

The child will use incidental language describing the sounds, smells, and physicaCharacteristics of the animals.

0111100. ...No mow

Additional enrichment: Songs"The"CounSt Mk Animals"

ea"Animal Movements""Los Polito.""La Rana""NI Perrito""El Patito"

.111.11111.1 0111 .-....

des

Finger plays "My RabbiThe Mc"El Pesc lit

ri1

itc

95

DEVZLOPIIENT VALUES DERIVED PASEKTtS TASKS

pattern drill:

Pupil

(repeats)

describing the sounds, smells, and physical

.Ix Animals"

Movements"litos"

rito"ito"

The child will:

. develop responsibil-ity by assuming thecare of animals inthe room

develop ability toobserve and catego-rize animals

. begin to recognizethe survival needsof animals

Finger plays - "My Rabbit""The Animals" .

"El Pescadito"

1111111.0116..

At school the parentswill:

supervise cleaningand feeding the liveanimals

assist the child asneeded in classi-fying and catego-'rizing animals

At home the parentswill:

. assist child in iden-tifying animals

stress survival needsof animals

read stories aboutanimals to child

take child to visita farm

-chicken- a

aChicken hatChery

- a tropical fish shop

-

96

EMUS'S FOR LEARNING SCIENCE Spag -114211,5


The child' will be able to

. plant seeds

. sort seeds according toshape

. compare plant growthunder controlled condi-tions

Supply:

variety of seedscontainers for planting seedspotting soilcontainers filled with small seeds

ofrs

soi:

re

ts

in ;

ts arockof

pot plants for the center including sweet potcarrots in glass jars allowing the children tthe roots as well leavesbulbs, rocks, suitable containerspictures of seeds and plants

Tips for Teachers:

Additional enrichment: songs - "Plants"finger plays - "Can You Be A Tree," "Las Hojitas"

PLANTS


of seedsrs for planting seedssoilre filled with small seeds

ts for the center including sweet potato andin glass jars allowing the children to seeis as well leavesrocks, suitable containersof seeds and plants

The child will

handle, sort, and classify seedsplace seeds on balance scale to compareweightsplant seeds and care for plants

perform simple experiments showing valueof water, light, and airenjoy looking at pictures and books placedby the science projects

Can You Be A Tree," "Las Hojitas"

-..111111.1

-LANGUAGE DEVELOPUENT

Language development in English is ihcidental. The child should be led to descriseeds and plants look, feel, smell, and taste.

Esta aemilla (seed) es larga. (long)

redondai(round)(fek-Jc61-4mh)

grande (large)

chica (small)(chell"w-hr

dchand

e)

1)

97

DEVZLOPUENT VALUES DERIVED PARENTIS TASKS

ncidental. The child should be led to describe howand taste.

The child will

gain knowledge ofcategorizing throughsorting aid arrangingseeds

develop the abilitytO make judgments.concerning weight

delvelop responsibili-ty in caring forplants

a...kermwrimo..abswalleira,r-firrix yag,- ...-- gamplowmpor.


help the child ver-balize the activi-ties with seeds andplants

assist with plantingactivities


collect seeds tobring to sch3o1

give the child anopportunity toplant seeds andcare for plants

EUPHASIS FOR LEARNING SCIENCE CENTER - AIL

BENAVIORAL OBJECTIVES

The child will be able to1Supply:

conduct siMple experi-mentt of air-movement

MATERIALS

pin wheelsballoons

bubble pipes or empty spools and soapstrawssail boatskite

tell how moving air can picturesbe depicted in pictures

blowing wind-flying kitesailing boatsblowing clothes

Tips for Teachers:

The teacher may prepare a "Treasure Chest" containing supplies and introduceexperiment with air movement.

- ATR


els

pipes or empty spools and soap

ats

windkiteboatclothes

The child will

. blow up balloons and deflate them

. blow pin wheelt. 11o0 bubbles. blow boats across water. blow through straws. fly a.kite

observe and discuss many pictures showingthe effeCts of moving air

t" containing supplies and introduce one of the "treasures" each day allowing the child to

LANGUAGE DEV LOPUENT

The' nglish vocabulary introduced in this unit is incidental. The conceptsdeveloped in Spanish and English.

The teacher will use the questioning method to encourage the children to vehow air can be felt and smelled-even though it is not Seth.

Poem: -E-1 viento (air) muevetel barco. (boat) fv ; %-i

Silva, cants pot alit; Knv%,h)El viento mueve el barco.

Cuaudopasa por ad.Substitute for boat: 1.08 irboles

las notesel papilel pelo

(trees) (046-),-4414)(flowers) ( is L )

(Paper) - .

(hair) ( 11)

Additional enrichment: Finger plays: "El Globo Rojo""Air""The Airplane""El Aeroplano"

99

VELORIIL,t4T VALUES DEEVLU FAKENTIO TASKS

unit is incidental. The concepts may be

to encourage the children to verbalizeit is not seen.

eLbri-h;. .t1

)1) I :

poi !r h

IlrIIII..NMIN+AymwmI.=.=MMII..Globo Rojo"

e Airplane"Aeroplano"

The child will

become aware ofscientific facts

observe and formconclusions

predict outcomes

At school, the parents

will

supervise bubbleblowing

issue supplies anddirect making ofpin wheels


collect straws,spools, balloonsfor child use

call child's atten-tion to the effectof wind on dryingclothes

lomollIM.--

100

laRhASIS FOR LEARNIliG SCIENCE CENTER - SOUND

bEhAVIORAL_ OBJECTIVES HATERIALS


. diStinguish tone quali-ties of loudness andsoftness

. develop auditorydiscrimination

. repeat varied rhythms

Supply:

. telephones

. 'tin can telephones

musical instruments- bells- wood blocks- triangle- drum

record-playersound records"talking books"tape recorder

. listening station

Tips for Teachers.

tt is important that the science center reflect one definite concept at a time and shintroduced.

SOUND

HATERIALS ACTIVITIES

es

telephonesinstruments

locksle

layercords

books"order, station

The child will

. talk on-the telephones using soft and loudvoice

. record voice on tape recorder

. listen to familiar sounds on records

. identify sounds on records

. play rhythm instruments

eflect one definite concept at a time and should be changed completely when a new science unit is

LANGUAG-E DEVELOPUENT

The teacher may present some formal sentence patterns.

I am talking. (point to mouth)

I am talking loudly.softly

Say your name in a loud voice--a soft voice.

Please use your soft voice.

What do you bear?

/ hear a

What did you hear?

I beard the

Poem: Habloffuerte; (yiudIr)(0460 (4ro-eitt

t(so 1Y.)liabl:2"ixeh%lob)

f

daft- t-Zehi)Hi boca cierro.

(see-01r o.)

Addittenal enrichment: Finger plaits - "The Animals""Sound""The Rocket"

2: LOPUENT VALUES DIUMbT PAREFTIO TASKS

atterns.

c .

I a. I 1

cket"

The child will

understand themeaning of talkingloudly and softly

enjoy creating sounds

develop good lis-tening habits

begin to develOPauditory discrimina-tion


assist the child-with the "talkingbooks"

. help record voiceson the tape recorder

supervise the lis-tening station

play records


. (greet the child'sattention to lis-tening to soundsaround the home andneighborhood

remind the child totalk softly orloudly when neces-sary

a5=

is for

Halloween

Thanksgiving

Christmas

Easter

is for Now and

loween 104

nksgiving 106

istmas 108

uso

1Q'

BUMS'S TOit :HALLOWEEN CRAFTS AND -- ACTIV1TiES-

The 'Ail& *Tin

litkor treat

. -String -=_Iiacaroni td-

cottumejewelry

draw -facial features tomake -a-Mask

Supply:

brown paper bags-. black and -paper-

paStescissors

. smacatoni4jpaintedorange and black

Ope_Clednersyard - fi

paper platestetapera,-paint

construction paperblitak -and/or _orange yarn

pipe-clean-era-

-Tips-for-Teachert.

---kaikeliallOweenfaceS by painting plate, then decOrating With-facial features.-Paint cat- add. black -Sari,- pipe ' cleaner-Or -yarn whiskersPaint orange jack ir.0=1-anterni add :paper_ = features.

- .Do not use any -patterns. The rid-id-ten On create their bags, jewelry, and/or

AND ACTIVITIES .

MAMMALS_

er bagsd orange paper

ACTIVITIES

painted orange and blackners

atesaintion paperd /or orange yarn

'ahem-

The child Wi

make- a. trick -_Or--treat .bag by- cutting'_freeAlaniLdeitigeefres orange

and black -paper- pasting -= the =designs-=on-=ii =brown- paper -bag:

. string nacaroni oa yain--to-_Altake-ai necklace

. -string-Auttitioni-on,p4e cleaners to-gUiliea bracelet

. dray sindcut faCiat-featutesselect ;Media and materials to create hisman mask

hen decorating with facial features. Paint a yellow witch face, add black hat, orange hair.leaner or yarn Whiskers.tures.emits their bags, jewelry, and/or mask.

LANGUAG,E_ DEVE_LOPIIENTTeacher Pupil

Put your necklace around your neck. May I have some candy, please"bracelet on your arm gum

the hat on the _Witch cookiesjack---o-lantern on the table

Thank you

Me puede dar (Would you give me) duices (candy), por favor?Otio (81for

chicle (gum)k

Gracias. (thank you)(ciati-.5(e.a.hz)

meal_

galletas (cookies)

Additional enrichment: song - "Jack 0' Lantern"

finger plays "Searedrow""The litssipkiti"

"Jack 0' Lantern"

.4111.

ase

Pupil

May I have some candy, please?gumcookies

Thank you.

s (candy), por favor?r.t4z)

16 (1116)

ge.

tas (cookies)'-

tern"

areerow"Pumpkin"k 0' Lantern"

VALUES DERIVED

The Child' Will

gain experience-incutting and pasting

practice courtesythrough dramatizingtrick and treat-

.118.111/MMILM.

PAREFTtO_TASKS

-7;

105

At School the patentsWill

see that each childCompletes the projecthe has Undertaken


take the child trickor treating observingsafety precautions .

111111410

106

EMPHASIS FOR LEARNING HOLIDAYS THANKSGIVING

BEhAVIORAL OBJECTIVES HATEPJ.ALS


. enumerate peeple=and-things for which he isthankful

. identify the turkey asa fate animal

Supply:

. construction paper in a NT/witty of colors. scissors

magazines. paste

. sandbox

. farm animals

Tips for Teachers:

Discuss foods that the child has cut out and refer to thee as fruits, vegetab

Talk about foods that the child likes or dislikes.

Assist the child, if needed, to describe taste and smell of foods.

GIVING

ACTIVITIES

tion paper in a variety of colors

The child will

fringe strips of construction paper to Maketurkey feathersarrange feathers around a large brown con-struction paper circle to make a turkeyuse magazines to teleCt pictures of thingsand people for which they can be thankfulcut and paste the seleCted pictures aroundthe big turkeymake a paper plate dinner by pasting maga-zine picture of foods on a paper plate

construct a farm, including turkeys, in thesandbox

and refer to them as fruits, vegetables, salads, or desserts.

islikes.

aste and smell of foods.

LANGUAGE DEVELOPMENTIntroduce these sentence patterns:

Teacher

We-are thankful,for-home. (repeat)food

helpers

This is a turkey.The turkey is=big.

prettyhas feathers

two feettastes gOod

like chickensays, "Gobble, gobble."

(repeat)

Pupil

El guajolote (turkey) es grande.(big) "guajolote" or(9ei...ah.h04cV-feh) srahn' eie

, bonito (pretty)(60;,-...A4+00

Janimal (animal)oh.r.07e.ma.ho

, tiene p0)0 luMas (feathers)h 14

dos pates (cwo feet)1p,11?-fAz,

sabe buena

io (

(tastes good)(habolehtnel..)

a ptastes like chicken)(0(-1011.

Additional enrichment: songs "Thanksgiving Turkey""Mister Turkey""The Turkey"

finger pia

, -- -

Pupil'

(repeat)

(repeat)

de.(big)

to (pretty)A-:+100

mal (animal)a.h I')

lulu's (feathers)

os pates (cvo feet)

encljtaftes good)ell-nah)

polio (tastes like chicken)

"guajolote" or "pavo" (turkey)

la anksgiving Turkey"star Turkey"e Turkey"

VALUES DERIVED

The child will

. become more aware ofthe importance ofthe people andthings around him

develop a feeling ofself esteem when herealizes he doespossess things forwhich he can bethankful

finger play: "The Pumpkin"

PAREFT41 TASKS

107


. assist the teacherin checking thatall children havethe necessarysupplies

. direct the childrenin cleaning upafter-the cuttingand pasting activities


. take the child tovisit a turkey farm

. discuss people andthings for whichthe family isthankful

..........0111.0

108

EMPHASIS FOR LEARNING CHRISTMAS ACTIVITIES

bEitAVIORAL OBJECTIVES


. devise props for role-playing

MATERIALS

. make Christmas decora-tions

Supply:

. large blocks from center. large sack for Santa

toys, collected from center. Santa costume (This may be only a cap, a mask,

complete costume)

. materials necessary to conduct the project

Tips for Teachers.

Some of the children can be the reindeer and blocks can be used to build houses

The fireplace can be made by cutting out a big box. Let the children paint the

stockings for the dolls and fill them with small trinkets.


ks from centerfor Santa

ected from center

ume (This may be only a cap, a mask, orostume)

necessary to conduct the project

28

he

The child will

use blocks to build a sleighrole-play Santa's trip on Christmas Eve by

donning a costume or part of a costumesetting up additional props;delegating roles to other children inthe class

. decorate a miniature Christmas tree in thedoll houseConstruct and paint a fireplace to hangChristmas stockingsmake Christmas tree decorations by stringingred and green macaroni in varying patternsutilize old Christmas. cards to look at them,play mailman, cut out pictures to make newcards, or use them as decorations for thedoll house

blocks can be used to build houses or beds for more children to participate in role-playing.

ig box. Let the children paint the box and outline a brick design. The children can hang

mall trinkets.

LANGUAGE DEVELOPIIENTIntroduce Christmas vocabulary in

Teacher

This is Santa Claus.I see the sleighHere is a stocking

Christmas treepresent

These are reindeer.decorations

Santa rides in a sleigh.has reindeerbrings presents

I put the bell on the tree.ballstarchain

sentence patterns.

Pupil

That is Santa Claus.I see the sleighThat is a stocking

a Christmas treea present

Those are reindeer.decorations

(repeat)

Pongo (I put) la.campanita (little bell) en el arbol de Navidad. (Christmas

el ornamento (ornpment)Ir-f,rth mehnqe II`

la estrella (star)

la cadena (chain)- r ;

Additional enrichment: song "Christmas Eve"

finger play "Christmas Bells"

109

DEVELOPIIENTce patterns.

Pupil'

That is Santa Claus.I see the sleighThat is a stocking

a Christmas treea present

Those are reindeer.decorations

(repeat)

VALUES DERIVED PAKEFT48 TASKS

bell) en el arbol de Ravidad. (Christmas tree)(Nal v17- Acthcf)

t)

The child will

. derive satisfactionfrom the feeling ofaccomplishment

enjoy participatingin creative role-play


. assist the teacherby seeing thatChildren completetasks that theyhave begun

. direct the childrento dismantle andreturn equipmentto proper place


. take child tosee Christmas deco-ration in storewindows

. take child tovisit Santa Clausin one of the stores

allow Child todecorate the Christ-mas tree

Eve"

hristmas Bells"

Ow.,geo

110

EMPHASIS FOR LEARNIiiG



EASTER CRAFTS AND ACTIVITIES

. make Easter eggs accord-ing to Mexican custom

. perform tasks relatedto the care of pets

. imitate pets in.theclassroom

MATERIALS

Supply:

. egg shells

. Easter egg dye

. construction paper

. tissue paper

. paste

. live rabbit or chicks.. pet cage. food. water

. tag board

. pink tempera or crayon

Tips for Teachers.

"Cascarones" are made by fillingThe egg shell is covered by pasti

In the Itindergarten Book - Ginn,

dyed egg shells with confetti. The confetng a circle of tissue paper over the openi

the song "I ArvBunny Pink Ears" provides o"I am Bunny Pink EarsHow do you do?Here's an Easter BasiketI have made for you

S AND ACTIVITIES

MATERIALS

shellster egg dyestruction papersue paperto

e rabbit or chickscage

der

boardk tempera or crayon

f et

eni

so

ACTIVITIES

The child will

. make "cascarones"

. observe a rabbit or chicks at school. care for the pets in the classroom

. make head bands with rabbit ears. imitate a hopping rabbit. imitate sound of baby chicks

egg shells with confetti. The confetti can be made by cutting small pieces of construction paper.circle of tissue paper over the opening.

song "I Am Bunny Pink Ears" provides opportunity for dramatization."I am Bunny Pink EarsHow do you do?Here's an Easter BasketI have made for you.

LANGUAGE DEVI:1,01'11EN T.

Sentence Patterns:

Teacher

This is a red Easter egg.yellowbluegreen

Put one egg in the basket.twothreefour

The teacher uses language adaptable to the

Feel the rabbit's soft fur.See his long ears.Look at him wiggle his nose.See his whiskers.

What do you think he would like to eat?

See the fussy chicks.Listen to them "peep."'What do you think they will eat?We will make some Easter eggs.See the pretty colors.Find the colors you want to use.

vir

Pupil

That is a red Easter egg.yellowbluegreen

I put one egg in the basket.two

threefour

situation.

Los conejos (rabbits) tienen piel. (crf.r.t-,-.4- I .::: "fn. -1 e*feOWE "

La piel es suave. (soft)(pee-ehr) (54; -AV. vez)

Loss pollitos (iicks) tienen plumes.pcn.vce.+Dx(461%.fria.Las plumps son taves, ,

(yIrc:rnahz) csab -tth-NItst.)Este Nuevo (egg) es.rojo. ,(red)

qrs..-th!sp.41; Le.:h=11,:qverde (green)

Olt, r =A OF)amarillo row

..-411 4rAh TO= 0)azul blue

(d11 .z VorEste es un (one) Nuevo.Laos son dos (two) hUevos. cuatro

tres (three) cinco (

Additional enrichment: poem: We have a little bunnya funny bunnywith a cotton-bell tail

Hop little bunny,Hop, hop, hopsHop little bunny,Don't you stop.

DEVILLOPHENT VALUES DERIVED PARENT'S TASKS

Pupil

That is a red Easter egg.yellowbluegreen

I put one egg in the basket.two

threefour .

the situation.

Los conejos (rabbits) tienen piel. (fur)fv..-K-,-t-- i ...:: 'tn' -$,74.1946E ,hr

La piel es. suave. (soft)(paf-ehr)(5,41,-4,W.,.Qz)

Los pantos (licks) tienen plumas. (feathers)(foch-veet+L.z CVWS - rrici.h z,)

Las plumps son wives:. ,

UsIrc:rnahz) (5 at, . eth-vt: r.1

Este Nuevo (egg) es rojo. ,(red)at,-,..hi.y.,1-.1 i.l-h: hc.)

verde (green)(111-r!do,amarillo (pow)

k1h fiRthfe= 0)lima blue

(411.zWIEste es un (one) Nuevo.&Mos son dos (two) huevos. cuatro (four)

tres (three) cinco (five)

The .child will

. have opportunity toobserve survival

needs (air,water, food) ofanimals

- observe like-nesses and dif-ferences ofanimals

- develop respon-sibility throughassuming care ofpets

. receive personalsatisfaction inaccomplishment


. assist children incaring for animalsin room

. offer support Whereneeded in construc-ting eggs


. let the child as-sume responsibilityin caring for pet

dye Easter eggs

a little bunnybunnyotton -ball tail

Hop little bunny,Hop, hop, hopsHop little bunny,Don't you stop.

Hop little bunny,one, two, three,Hop little bunny,Hop to me.

song - "Little Bunny"

finger play - "My Rabbit"

ent

er gysame

-7.7.77t7,

= _

nizationand Safetyg Techni ues ...S forMeetings

Conferences

Enrichment

114

117

1118

12"-;;4-

153

.

113

,;"`

:

154

168

173

114

Cia Asireel:Gt- anitatitay

The-=;c1AiiredeisarrAnged Withspecific-:ateas- designatedoi40404440440-:, i.taiisoie-000*feied=4A0T-ii**:4044,474*-1*Jouni***4-

_-

e centers of interest inelefle _

.. -HOUSEKEEPING GENTEIC

kitehari7ApPlianCez --(AtOWA, -refrigerator,Cabinet -table -_ and :ChaitS)- ', . . _

414heiljand- cooking_ utens- dolls, doll_ ed!! clothing

t!dreSSitiapiA- ciothes for =both =boys- and girls=mirroriron; and ironing bOard

_

telephone- _ _cleaning equipment:,

= _

Tip*, for Teacherit_ HOUSEKEEPING ONTEit.-

0 for TeaChers

place materia

use big wheel

push doll bug

enclose area :with- "room -.dividers liMiting- participantsto -approximately children at 11--tiMA-

stresA. sharing -and taking :-turns

. 14Aigivopecific -l"clead=u0" taski

MANIPULATIVE CENTER

geometric 40-rea-

.0110 and POSbdard0

404414*1044$ And-String,ntiti of *OA

84444

use -smaller wto-run wild wi

remove puzzle-timid excess n

COnfine,=Work w

scatteri

445: helpful)

restrict claytablegil-Oilclohard to -clean

ers

ial

ignated ps for Teachers: MANIPULATIVE CENT'!"and

=place materials on .law _ehelves,,, - explainiAj

use-big wheel.toYs:such as-:_tricycles-end WagOns-Outaidel-Ohly

ug push doll buggies carefully in certain areaMt:Of -.clieeroOst-,---- .

, _-_-_-

usesmalletii-wheel_-,toyo- itidoOrili OOVOVe.. allow pupilswi -id run-wilit Withi=theat- _ --

le

-- -_;.

le . remove puzzle pieces -- `from frames line - piece -fi: -dine to. .,_

3 n avoid excess eoite-ind- pestiibre--loss of piecea on- 'floor.__.

kweri

ayFloan

ipants

ainfitte-:,_WO* witkheadai--se at a= small_ area toaVelii-Statterifit-i(i-11141 ing!ei iii=glete,of_'ciontirt!ttion- paperis helpful)

restrict clay_ modelitig:to-prOtected: surfaces, (forMica- topped,tables), bileletivz,aqUareeet-eVen-itewSprint to prevent "many"hardte=eleatt areas in =classroom

Classroom Organization

. BLOCK BUILDING CENTER. LIBRARY CE

- all shapes of unit floor blocks tables

- wheeled cart for transporting block accessories - shelves

animals storytape re-- people

-- wheel toys show an

-- boats puppets

-- trainsTips for Teac

-- carsrope and pulley locate in

. .display boTips for Teachers: BLOCK BUILDING CENTER

. encourageset up away from main traffic patterns limiting - turningnumber of participants - turning

- learningstimulate play by addition of interest items found wi- cars and trucks

airplanes, jets, helicopters . MUSIC CENTE- people and furniture phonogra- fire trucks, firemen records

WOODWORKING CENTER

workbench with vise- soft pine scraps- nails- hammer- saw

Tips for Teachers: WOODWORKING CENTER

. set up sway from all other activities

supervise carefully at all times

rhythm i

Tips for Teach

. display a v

locate away

provide oppin music ac

limit indivone or two

paint volumchildren no

. close cente

115

CE

es ories

re

an

is

ac

n

b

e

ng

wng

i

E

gra

is

n i

h

ay

1)1)

ac

10

kum

no

ate

. LIBRARY CENTER

tables and chairs- shelves for storage

story and picture bookstape recorder, tapes and listening postsshow and tell phonograph recordspuppets

Tips for Teachers: LIBRARY CENTER

locate in a quiet spot

display books attractively within easy reach of all children

encourage correct usage of books- turning pages one by one- turning pages from front to the back of the book- learning acceptable ways of sharing exciting discoveries

found within the books

MUSIC CENTER

- phonographrecords- rhythm instruments

Tips for Teachers: MUSIC CENTER

display a variety of instruments within easy reach of children

locate away from library center or other quiet area

provide opportunities for entire class to participate dailyin music activities

limit individual testing of "sound effects" of instruments toone or two children at a time (tall attention to soft and loud sounds)

paint volume control RED on record player or tape recorder and cautionchildren not to turn la (hearing may be damaged)

close center when necessary for designated quiet periods

116

Classroom Organization

ART CENTER

- easel- tempera paint- large brushes- crayons

- scissors- paste- clay- paper - large newsprint- scrap box of construction paper- cloth, yarn

Tips for Teachers: ART CENTER

. have center set up at all times

. supply water, paper, paints, and brushes

. spread newspapers to avoid splatters

. post schedule of a time to paint for everyone

. establish cleanup patterns

. provide baskets or boxes of crayons (stress importanceof not marring floor or furniture with marks ormashed crayons)

. SCIENCE CENTER

- aquarium- cages for animals- plants- magnifying glass- measuring devices- magnets- kits containing "interest" collections

Tips for Teachers: SC

. provide plants and

. provide opportumityown sensory and int

. rotate materials- seeds to plant- fruits to cut- animals to feed- leaveg to "look- metal objects ma

affected by tagn

. TEMPORARY CENTERS

- Temporary centerdiscussed more f- - cooking

- - sewing

- - doctor and nu

-- beauty shop-- store

SC

ad

Ityint

Lt

ted

okma

inn

tere f

nup -

portancer

Tips for Teachers: SCIENCE CENTER

. provide plants and small animals to observe and touch

. provide opportunity for discovery of reality on the child's

own sensory and intellectual level

. rotate materials- seeds to plant- fruits to cut- animals to feed- leaves to "look at" with magnifying glass- metal objects magnet will attract as *ell as materials not

affected by magnet

. TEMPORARY CENTERS

- Temporary centers are set up for short times. These arediscussed more fully elsewhere in the guide.-- cooking-- sewing-- doctor and nurse-- beauty shop - shaving-- store

Zr.--prst,itf

HEALTH AND SAFETY

Direct instruction in health is not necessary with thefour-year-old. The teaching is accomplished throughdaily routine.

This does set mean, however, that planning is.notessential. There are many activities in which childrenparticipate which lead directly into good health andsafety practices.

There should be a daily health inspection of each childearly in the day. In most cases the teacher does thisas she looks closely at earl child as she greets him atthe beginning of the session.

The preschool child needs guidance as he learns theskills associated with development. He must betaught how to. use the bathroom. get a drink when thirsty. wash hands before eating. take care of outer clothing. use handkerchief. care for teeth

Proper vocabulary in English must be presented for eachskill and the teacher should be aware of the child'sability to use these terms correctly.

The child must be led to recognize the value of rest andrelaxation sad become accustomed to a quiet activity atset times each day. Soft music helps in the acceptanceof this need.

Role-playing visits to the doctor, nurse, dentist, beautyand barber shops, and to immunization clinic will developa desirable and receptive attitude.' Vocabulary introducedin the role play will be meaningful and will relate to thetools the child will encounter in cleanliness and goodgrooming.

Areas of concerhandling of equsimple rules of

The child must

use and stor. use scissors. carry chairs. use outdoor

They must be to

They must under

. electrical e

. heating devi. glassware

Ice

lequ

of

tor

rs

rs

to

er

levi

117

ry with thed through

is notich childrenealth and

f each childdoes this

reets him at

arns thet be

ted for eache child's

e of rest andactivity at

e acceptance

entist, beautyc will developlacy introduced1 relate to thess and good

Areas of concern for the safety of children in kindergarten includehandling of equipment, ability to recognize hazards and practice ofsimple rules of safety.

The child must be taught how to

use and store saws and hammersuse scissors and needles properlycarry chairs, large blocks, and heavier equipmentuse outdoor play equipment

They must be taught not to tease pets or play with strange animals.

They must understand that care must be taken in using

electrical equipment. heating devices

glassware

118

Teaching Techniques for Preschool

In the "prepared environment," the teacher can be effective and maintain a healthy 'suggestions to the needs of the children:

. plan the daily schedule with a rhythm between activity and rest every ten to fiftee

. make as few rules as possible, but be consistent in enforcing the necessary ones

. present many opportunities to children for making choices but limit the number of a

. guide the child to a quiet activity when he becomes aggressive or over-stimulated

. try a gentle touch in a loving manner when a child feels lonely or upset

. praise a child during good behavior and try to ignore deviant behavior unless it i

. speak to the child individually, quietly, and personally in giving direction or mod

. promote rest and relaxation with a darkened room, quiet music, or a soft touch from

. provide a diversion to avoid an argument between children

. keep close contact with parents to enable the teacher to understand misbehavior whi

Transitional activities aid in promoting harmony and a sense of orderliness in preschoare required to change pace. This change of pace might involve such things as cleaninanother activity, moving through school corridors, washing hands, going to the bathrooyear-olds may be able to take turns with two or three children in riding a tricycle, bturn. This age group cannot stand in line and keep quiet for any extended time period.

The following suggestions are offered for the teacher to use when transition is needed:

. Ask all children wearing something blue to stand, then move to desired place; next,ing utilizing colors the children know. A similar activity could be devised by askiblack shoes, and so forth, to participate. If too many children are wearing the saing short-sleeved "T" shirts, all girls with bows in their hair, or all girls who ha

effective and maintain a healthy "climate of learning" by adapting some of the following

activity and rest every ten to fifteen minutes

nt in enforcing the necessary ones

ing choices but limit the number of alternatives

comes aggressive or over-stimulated

hild feels lonely or upset

ignore deviant behavior unless it is dangerous to himself or others

personally in giving direction or mo4ifying behavior

om, quiet music, or a soft touch from the teacher

en children

teacher to understand misbehavior which may stem from the home

and a sense of orderliness in preschool classrooms when the entire group of pupilsmight involve such things as cleaning up after one activity, getting ready forwashing hands, going to the bathroom or sharing a coveted toy. Four- and five-

hree children in riding a tricycle, but not with twenty before having anotherep quiet for any extended time period.

cher to use when transition is needed:

d, then move to desired place; next, all children wearing red, green, yellow, continu-lar activity could be devised by asking for all children in red shirts, blue jeans,too many children are wearing the -flame color, discriminate by asking for all boys wear-ws in their hair, or all girls who have two pockets on their dresses.

1


Let children sit in an informal group and either sing, do finger plays, say nurserycome and go to the bathroom, get wraps, or perform other necessary duties.

. Let one child say first line of a nursery rhyme, finger play, or short poem. A chithe third lite, and so on. At its completion, let this small group move on to thepate. DO NOT SHAME, TEASE, OR SCOLD THE CHILD WHO DOES NOT PARTICIPATE. Let thesewill want to next time."

. Using record player, let children march, skip, hop, slide or tiptoe about the room,go outside. Here the children may be in a line of sorts, but it is not the rigid "line that is undesirable for preschoolers.

. Play follow the leader, and do various things with the teacher or a child leading tdoors or out.

. Play Simon Says and, after a few directions, go into "Simon says tiptoe outside."

. Let children choose a partner and go Outside singing, "Will you come and walk with

. Say the last name of a child in the group (Smith). Let this child then repeat hishelps children listen for their names, take turns, and enjoy the pleasure of being

Let children take turns imitating the actions or sounds of an animal such as: crowothers guess what.animal they are imitating as they move to designated places.

. Play Bear Hurt for going-outside or coming indoors. Pretend you're hunting a bear.will run away, so move very quietly and slowly. Using the same idea, pretend to be

. As children sit quietly, have them name shapes they see in the room--round wastebas

. Make a number of true and false statements. If the answer is true, have them clapUse such statements as:

a. lards fly.b. legs meow.c. lain is wet.

d. Ice cream is hot.e. Lemon is sour.

and either sing, do finger plays, say nursery rhymes, or recite poetry while three or four childrenor perform other necessary duties.

ery rhyme, finger play, or short poem. A child who can say the second line does so, a third childpletion, let this small group move on to the next activity. Avoid pressuring any child to partici-HE CHILD WHO DOES NOT PARTICIPATE. Let these go out last with teacher, who might say, "Perhaps you

h, skip, hop, slide or tiptoe about the room, then continuing the activity, move out of the room toin a line of sorts, but it is not the rigid "Stand up straight--Stay-in lineDon't push" sort ofere.

things with the teacher or a child leading the group as they move in an informal line either in-

tions, go into "Simon says tiptoe outside."

utside singing, "Will you come and walk with me," or "Here we come awalking down the street."

oup (Smith). Let this child then repeat his-full name by saying, "My name is John Smith." Thistake turns, and enjoy the pleasure of being singled out.

actions or sounds of an animal such as: crow like a rooster, bark, neigh, hop like a bunny, and letating as they move to designated places.

ing indoors. Pretend you're hunting a bear. You're not sure where he is and if he hears you, heslowly. Using the same idea, pretend to be a cat looking for a mouse.

e shapes they see in the room - -round wastebasket, round doorknob, square chair, rectangular cot, etc.

nts. If the answer is true, have them clap their hands. If it's false, let them pat their knees.

Ice cream is hot.. Lemon is sour.

120


. Teacher secures several sets (two each) of matching cards about 4" x 6". Have enough cardsstand and hold up his card. Ask the others to look at their cards and se.: who has the matcobject or picture. For younger children use only a single object, i.e., cow, wagon, chair,detailed.

. Have children sit in a circle. Teacher whispers a "magic word" to the child next to him whContinue until the word has been whispered around the entire circle. The last child says ashould be one that ties in with the activities of the day.)

. Pretend that each pupil has a dime and that they are !..n a candy o: ice cream store. Ask eapredesignated place as choice is made.

. Pretend that you are going on a picnic or going to give a party or going to take a trip. Nspecific event. Pupils leave group upon completion of their contribution, returning as soobution.

tching cards about 4" x 6". Have enough cards so that eaci: child may have one. Let one childo look at their cards and see who has the matching one Let both children stand and name theironly a single object, i.e., cow, wagon, chair, dog. For older children pictures can be more

ers a "magic word" to the child next to him who then whispers it to the child on his right.ound the entire circle. The last child says aloud what he heard. (The whispered magic words of the day.)

hey are in a candy or ice cream store. Ask each child what he would buy; each child moves to

ng to give a party or going to take a trip. Name something you would like to have for eachletion of their contribution, returning as soon as possible to hear other classmates' contri

Parent Udeting 01 Characteristics of the Four Year Old

Pre-planning Meeting Suggestions

The teacher will

. send an informal and/or personal letter toeach parent

Example:

Dear Parents:

Please join us for coffee and cake at our firstPreSchool meeting on time room.

ate

TOPIC: Characteristics of the Four Year Old.

Please come on time. Officers for the year willbe selected and pictures taken of parents who.attend.

Looking forward to meeting you.

Sincerely,

Please sign here and return.I will be able to come. 0I will not be able to come but will send anotheradult. 0. prepare a chart for scheduling parent volun-

teer work in the classroom. outline types of work for volunteers. prepare handout of activities to be carried

out at home (see each unit for parent tasks)and include appropriate finger plays, andsongs.

. prepare visual aides for presenting topicsuch as flip-chart, overhead, slides.

. determinenumber of parents needed for officers"and committee chairmen (home visitation,telephone committee, volunteer sftrvices)

- duties Of each

The teacher may

describe physical, mental, and socialacteristics of the four year old usingvisual aides

suggest that parents may help child by- providing proper nutritional foods- giving child one direction at a tim

seeing that it is carried out- helping child learn to put away toy

clothes in a designated. place- labeling clothes with child's name

emphasize ownership, stressing needcare

explain the importance of using thehandout of extended activities for theplan with parents for extra-curricactivities when applicable, as assisti- visits to the doctor and dentist- neighborhood walks- partiesfill out chart for scheduling parentvolunteer in school

. 121.

Meeting Suggestions

The teacher may

Extended Activities for the Home

describe physical, mental, and social char-acteristics of the four year old usingvisual aides

suggest that parents may help child by- providing proper nutritional foods- giving child one direction at a time and

seeing that it is carried out- helping child learn to put away toys and

clothes in a designated place- labeling clothes with child's name to

emphasize ownership, stressing need forcare

explain the importance of using thehandout of extended activities for the homeplan with parents for extra-curricularactivities when applicable, as assisting in

visits to the doctor and dentist- neighborhood walks- partiesfill out chart for scheduling parentvolunteer 1.i school

The parents may

. give child simple duties at home so he willbegin to feel the responsibility of beingpart of the family by assisting in familywork, as- put away toys- hang up clothes- set table

. instill pxopor teileting habits- put toilet paper in toilet- flush toilet after using- wash hands after using toilet

. teach child to feed himself and use courte-sy expressions as "please" and "thank you"

. see that child goes to bed early, eatsbreakfast, and gets plenty of exercise

.. let child stay with other adults away fromhome and have playmates visit in his homeso that going to school will not be anentirely new experience

. read to child

. talk to child

. listen to child

. praise child

. answer child's Questions;TiViii7When they seem repetitious.)

122

Parent Meeting #2 The Classroom


The teacher will

. with cooperation Of the officers, sendAletter home announcing the time and purposeof the meeting

. notify the telephone committee to call par-ents and encourage them to come

. prepare centers in room for demonstration

. involve volunteer parents to help in demon-strations

. prepare handout for extended home activities

The teacher may

demonstrate each center in room empthat the children- learn through play- learn througn the five senses- are improving their self-concept

successful learning experiences- are learning to classify people

objects

simulate a learning experience in omore of the centers using parents a

plan with parents for extra-curricutivities as applicable

ask parents to assist in- supervising field trips- making painting aprons- repairing broken toys- providing refreshments for speci

occasions

1,demonstrate each center in room emphasizingthat the children- learn through play- learn througn the five senses- are improving their self-concept through

successful learning experiences- are learning to classify people and

objects

Meeting Suggestion:; Extended Activities for the Home

The teacher may

simulate a learning experience in one ormore of the centers using parents as pupils

plan with parents for extra-curricular ac-tivities as applicable

ask parents to assist in- supervising field trips- making painting aprons- repairing broken toys- providing refreshments for special

occasions

The parents may

. use descriptive words when talking with thechild- "Get the blue socks."- "This is a brown potato."

. encourage active outdoor play rather thanpassive TV viewing

. encourage child to describe what he sees,hears, feels, smells, and tastes

. answer children's questions

. recognize and praise the child for hisefforts

Parent Meeting #3 Learning Experiences

Pre-planning Meeting. Suggestions

The teacher will

. with the cooperation of the officers, send aletter home announcing the time and purposeof the meeting

. notify the telephone committee to-call par-ents to remind and encourage them to attend

. plan to show and explain the check list ofpre-reading skills

. prepare handout for home activities

The teacher may

. show parents the pre-reading inventorycheck list and-briefly give an overviewof the five learning areas

. briefly demonstrate activities that par-ents may use at home to reiatorce learn-ing

. stimulate volunteer help, by invitingparents who have been assisting inclassroom to relate some of their ex-periences

. plan with parents any extra-curricularactivities as applicable

Meeting Suggestions Extended Activities for the Home

teacher may

show parents the pre-reading inventorycheck list and briefly give an overviewof the five learning areas

briefly demonstrate activities that par-ents may use at home to reinforce learn-ing

stimulate volunteer help, by invitingparents who have been assisting inclassroom to relate some of their ex-periences

plan with parents any extra-curricularactivities as applicable

The parents MY

. encourage the child to feed and dress him-self developing motor skills

. encourage the child to throw a bean bag intoa basket or a box to develop perceptualabilities

. encourage the child to imitate adult rolesto develop social-emotional growth

. provide crayons and paper for the child'screative expression

. read to the child to develop vocabulary andconcepts

123

121+

Parent Meeting j4 Motor Skills


The teacher will


. notify the telephone committee to call par-ents to remind and encourage them to attend

. make plans to discuss the importance of motorskills in learning and to demonstrate some ofthese skills for the parents

. display concrete objects relative to skill

. prepare a hand-out for the parents to takehome in which materials and activities havebeen listed for a carry-over into the home as- recipes for making

- - finger paints

- - play dough

- - flour paste- a list of toys for developing motor skills

- - large balls

- - tricycles

- - home-made blocks

- - home-made stick horses

- - scissors and paste-- cans to stack

The teacher may

. illustrate some of the actions take

the Pupil Inventory-of Prereading Scheck list by using- an overhead projector- a flip chart- a chalkboard

ask parents to assistin demonstratiof the motor skills including fingepainting

. discuss with parents why it is impofor a child to have a choice of toy

ask parents to demonstrate howblocks and stick horses can be madehome

. plan with parents any extra-curriculactivities as applicable

ke

S

=ti

ge.

po.

oy-

de

cul

Meeting Suggestions Extended Activities For The Home

The teacher may

. illustrate some of the actions taken fromthe Pupil Inventory of Prereading Skillscheck list by using- an overhead projector- a flip chart- a chalkboard

ask parents to assist in demonstrating someof the motor skills including fingerpainting

. discuss with parents why it is importantfor a child to have a choice of toys

ask parents to demonstrate howblocks and stick horses can be made athome

. plan with parents any extra-curricularactivities as applicable

The parents may provide

. finger paints

. play dough. flour paste. scissors. cans for stacking

when possible the following toys should bepurchased or made

. large balls

. tricycles

. blocks

. stick horses

Parent Meeting #5 Perceptual Abilities


The teacher will


. notify the telephone committee to call par-ents to-remind and encourage them to attend

. prepare hand-out for extended home activi-ties

. set up activities for perceptual - motoractivities. (Refer to unit on perceptual -motor activities.)

The teacher may explain and demonstrausing parents as pupils to perform acrelated to

. whole body coordinationaction verbs- balance board- walking board

. parts of body movements using gameunit

. eye - motor coordination activitie- flashlight- suspended ball- dowel rod- peg boards- chalk board

. ear - eye - motor activities- sticks for tapping- tapes giving oral directions fo

to carry out

Discuss value of outdoor play (referon Outdoor Play)

125

Meeting_ Suggestions Extended activities for the Dome

The teacher may explain and demonstrate byusing parents as pupils to perform activitiesrelated to

. whole body coordinationaction verbs

- balance board- walking board

. parts of body movements using games fromunit

. eye - motor coordination activities- flashlight- suspended ball- dowel rod- peg boards- chalk board

. ear - eye - motor activities- sticks for tapping- tapes giving oral directions for parents

to carry out

Discuss value of outdoor play (refer to uniton Outdoor Play)

The parents may

. provide outdoor play area for child usinghomemade devices for building, climbing, etc.

. let child help plant garden at home

. take child to community parks and help himuse play equipment properly

. provide wheel toys, for outdoor play

. play simple action games requiring child tolisten and carry out directions

. use simple eye - motor exercises as demon-strated by teacher

126

Parent Meeting #6 Creative Venture

The teacher will


. with the cooperation of the officers,send a letter home announcing thetime and purpose of the meeting

. notify the telephone committee tocall parents to remind and encouragethem to attend

. plan to tell about and discuss thetopic "Creative Venture" withparents

. provide a setting for the parentsto experience painting and model-ing with clay

. prepare a list of phonographrecords suited for children

. prepare handout for homeactivities

The teacher may

. demonstrate and allow parents to- paint with tempera- model with clay- sketch with crayons- listen to phonograph music

that is appropriate forchildren

. invite parents who play a musicalinstrument to visit the school

. invite parents with artisticability to visit the classroomand demonstrate for the children

. give the prepared list of phono-graph records to the parents

. plan with parents any extra-curricular activities asapplicable

Meeting Suggestions

The teacher may

demonstrate and allow parents to- paint with tempera- model with clay- sketch with crayons- listen to phonograph music

that is appropriate forchildren

invite parents who play a musicalinstrument to visit the school

invite parents with artisticability to visit the classroomand demonstrate for the children

give the prepared list of phono-graph records to the parents

plan with parents any extra-curricular activities asapplicable


The parents may

. listen to their child recite nursery rhymes,finger plays, and songs that were learnedat school

talk to their child about adult occupa-tions including those of the parentsand community workers

. provide paper and crayons for the childto express himself artistically

. praise the child for his artisticendeavors

Parent Meeting #7 Concept Development


The teacher will

. with the cooperation of the officers, send'aletter hove announcing the time and purposeof the meeting

. notify the telephone committee to call par-ents and encourage them to come

. plan utilization of materials, as cubes andfarm animals to-demonstrate to parent's theone to one relation in counting

. plan a display of manipulative materialsused to teach the child to recognize geomet-ric shapes

. prepare handout of home activities

The teacher may

. demonstrate counting in a one to erltion

. explain importance of the manipulatmaterials in learning geometric shq

. discuss the importance of wearing q

priate clothing

. -a-Courage parents to let younger OAview educational TV programs

Mb

127

Nee tin StsIggestions

The teacher may


. demonstrate counting in a one to one rela-tion

. explain importance of the manipulativematerials in learning geometric shapes

discuss the importance of wearing appro-priate clothing

. encourage parents to let younger childrenview educational TV programs

The parents may

. make plans with children to develop conceptsof time especially yesterday, today, tomor-row, morning, noon, afternoon, and night

. help child identify parts of the body by theproper name

. discuss appropriate clothes to wear toschool

. discuss TV shows and school activities withthe child to encourage recall and sequenceevents

128

Parent Nesting #8 Evaluation of Year's Progress

Pre-Planning Meeting Suggestions

The teacher will


. notify the telephone committee to call par-ents to remind and encourage them to attend

. plan discussion of objectives for the yearand how they are being met using visual aides

. prepare handout for home activities

The teacher and parents may

. discuss progress children have made durthe year reviewing the characteristicsthe four year old and the checklist

. review values of nutrition, exercise, arest as shown by children's progress

. evaluate mutual cooperition and educa-tional growth of parents and teacher

. share slides of the children taken durithe year

Meeting Suggestions

e teacber and parents may


.discuss progress children have made duringthe year reviewing the characteristics ofthe four year old and the checklist

review values of nutrition, exercise, andrest as shown by children's progress

evaluate mutual cooperation and educa-tional growth of parents and teacher

share slides of the children taken duringthe year

The parents may check evaluation list preparedby teacher showing progress of the child in

. motor skills

. perceptual abilities

. social - emotional growth

. creative ventures

. concept development. health habits

- nutritionexercise

- rest

Parent Meetiw, #9 Summer Activities

Pre-Ilanning Meeting Suggestions

The teacher will


. notify the telephone committee to call par-ents to remind and encourage them to come

. prepare handout of activities suggested forsummer

The teacher may

. show slides of neighborhood walks

cuss learning opportunities pertai- language development- concepts of animals, objects, c- construction and/or building ma- weather, seasons

. suggest to parents use of similar :opportunities with the children inas listed in handout

129

Meeting Suggestions Extended Activities for the Hone

nd a

ose

ar-

for

The teacher may

. show slides of neighborhood walks and dis-cuss learning opportunities pertaining to

language development- concepts of animals, objects, colors- construction and/or building materials- weather, seasons

. suggest to parents use of similar learningopportunities with the children in summeras listed in handout

The parents may

. take the child to- window shop, ride escalator and elevator- shopping center to visit varieties of

stores- harbor bridge and port area- museum- T heads- airport- beaches- farm or country sites

. follow these suggestions for excursions- plan with child purposes of excursion- allow child to contribute.(not dictate)

plans for trips- use descriptive language emphasizing

size, shape, color, composition, andusefulness of scenes on trip

130

MUM HOVE TASKS

SELF CONCEPT

!l "What Did You Do Today"

#2 "What Is Your Name"

#3 "Parts of the Face"

Body

PURPOSE MATERIALS

The parent will helpthe child to

recall and tellwhat he did atschool

tell his wholename in a completesentence

point to and namethe parts of hisfacebody

Supply:

small mirror withchild's name taped onit

full length mirror

The

as

- T

loo

- WI

toui

hel

ask- WI

- WI

-

TIPS 1...R PARENTS: Show sincere interest in what the child does at school.Always encourage child to speak in sentences not baby talk.Say the sentence first as the model for the child to repeat.

!MATERIALS DIRECTIONS FOR USE

11 help

tellat

le

pleteI

namehis

Supply:

small mirror withchild's name taped onit

full length mirror

The parents will

ask one question daily- What did you eat today?- What games did you play today?- Tell me about your picture.- What did you use to make your picture?- Who is your best friend at school?- What do you like to do best on the playground?

look in the mirror with the child and ask- What is your name?- Do you know anybody else with the same name?- Why do we have a first and last name?- Why do you use a nick name?

touch and name parts of the face

bodyhelp child touch and name parts of his face

bodyask

What. do you have two of on your face?- What do you have only one on your face?- Do dogs have the same things you have on your face?

e child does at school.in sentences not baby talk.del for the child to repeat.

PUENT HOME TASKS

SELF CONCEPT PURPOSE YATERIAIS D

14 "Do AD I Do" The parent will helpthe child

follow directionslearn the partsof body

Supply:

doll

The p

modasko

- c

- r1

p

- p

p

helletdirlet

act

TIPS FOR PARENTS: Home tasks should be fun for the parent and the child.Limit tasks to 10 minutes or less in order to keep the child's atttention.

131

liATERIPILS DIRECTIOUS FOR USE

will help

irections,e parts

Supply:

. doll

The parent will

model the action firstask the child to follow directions- open your mouth- close eyes

hands- raise your arms

lower legs

- put your hands updown

- put your finger on your cheekof knee

head

- put your hands on your headoverunder chairin front of you

behind youbeside youbetween your legs

help the child repeat orally what he

let the child be the leader and givedirections to act outlet the child move a doll's parts of

act out directions

is doing

the parent

body to

he parent and the child.ess in order to keep the child's atttention.

132

PARENT HOME TASKS

SELF CONCEPTFJRPOSE MATERIALS

#5 Caring for One's Self

"I Can Do It Myself"

#6 "Helping At Hon*"

The parent willhelp the child

become responsiblefor washing him-self

form the habitof brushing histeeth regularly

dress himself

grow in manualdexterity

develop awarenessof good groomingimprove his tablemannersdevelop self-reliance

The parent will helpthe child

become self-reliantby doing thingsfor himselfimprove his self-conceptcomplete a task

Supply:

soaptowels

toothbrushtoothpaste

comb. hairbrush

Supply:

broommopdust cloth

. vacuum

The pa

provenco

provdemoenco

let

assidiresockdemoenco

letassi

letdireenco

The pa

direEvth

showhelpenco

TIPS FOR PARENTS: The children will enjoy forming good work habits now, which will be harder

Try singing a simple song, such as "This is the way I comb my hair," to hel

tasks a pleasant experience.

MATERIALS DIRECTIONS FOR USE

Supply:

soap

ble towels

SS

le

elp

ian

toothbrushtoothpaste

comb. hairbrush

Supply:

broommop

. dust cloth

. vacuum

The parent will

provide soap and towels for the child's own useencourage child to wash his own face and hands

provide a special place for the child to keep his toothbrushdemonstrate the proper way to brush teeth .

encourage the child to brush his teeth after sating

let the child put on his own clothes with as little

assistance as necessarydirect the child in putting the right and leftsocks and shoes on the proper feetdemonstrate to the child how to lace and tie shoe lacesencourage the child to manipulate buttons and sippers by himself

let the child comb and brush his own hair with as littleassistance as necessary

let the child help set the tabledirect the child to use silverware correctlyencourage the child to taste new foods

The parent will

direct the child to do one simple- Every day this week, I want you

the front room.

show the child howhelp only if askedencograge child to finish t = a

work habits now, which will be harder to acquire later on.his is the way I comb my hair," to help make selfi-care

task dailyto dust the furniture in

dry the dishessweep the porch

PARENT MEE TASKS

LANGUAGE DEVELOPMENT PURPOSE MATERIALS

#7 "What Do Pictures Say"

#8 "Where Am I Pointing ?"

.#9 "I Can Point"

The parent will_help the Child

learti_tO putinto words whethe sets

increase hisvocabulary

learn that every-thing has a name

Supply:

. books

. magazines

. newspapers

TIPS FOR PARENTS: Remember to help the child to talk in sentences.

NITERIALS DIRECTIOMS FOR USE

t willchild

o putrds what

e hisary

hat every-as a name

Supply:

. books

. magazines

. newspapers

The parent will

select simple pictures ofchildren eating- people using tools- a child petting a dog- children walking in a puddle of water- a marching band

ask questions about the pictures- Tell me about the picture.- What sounds does the picture make you think of?

smellstastes

point around the room with eyes closed,instruct child- I can't see where I am pointing.- You'll have to tell me.- Where am I pointing?- You're right.- This is the floor.- Say it with me.

let the child close his eyes and point

use this game inside ail the rooms of the house and outsidetake turns With the child deliberately pointing to objects- I can point here.- Tell me where I am pointing.

talk in sentences.

PARENT ROM TASKS

_LANGUAGE DEVELOPMENT PURPOSE MATERIALS DIRECTION

#10 '"BefOre And After Gate"

-#11 "What Did I Give You?"

#12 "What Can You Do?"

The parent will- heli Supp ly:the Child-

learn-mew- worde_pencilpotato-fork

. spoon,

. handkerchiefcombhair rollerglove

. thread-

converse- in --- -small- Objects 'incomplete sentences the home

deVelOp hisvocabulary andimagination

paper Sack

The patent wi,

place fourinstruct th

This -is a- Nate ever

Now closetemoire, and -_

-What was- Yeti befo

yOu close

place fonttake one ob

What did-entourage ci

You-_gaveask -_the chip

What can

.TIPS FOR PARENTS:

MATERIALS

Supply:

. pendil

. potato-

. fork-

. A:T*0n

. handkerchief

. comb_

. hairroller

._glove_

. thread

. small-Objects inthe-hole

. paper Sack

DIRECT1ONS-FOR USE

The parent will

place four or five different things on a tableinstruct the childThis ilva-before and after gale.

- Name everything. 0 =the-table.NOW close-your eyes.

remove and hide one object=- What was here before you CloSed your eyes that's misting -now?- Yee, before you clOted your eyes, a _ was here. After

you addled yoUr eyes, I tOdk_away the _

place four or fine-objects:in sacktakeohe object out and hand tht childWhat did I give yOU1

encourage child to answer in a complete sentenceYou .gave me a

ask the child to answer some questionsWhat-can you do with blocks?

scissorscrayonspaints

when it rainsit it hotyou are thirsty

hungrytadtiredhappyscaredlost --

PARENT HOVE TASKS

PHYSICAL COORDINATION PURPOSE I4ATERIALS

#13 "Between Two Lies"

#14 "Over The Rope"

415 "Ball Play"

The parent Will helpthe child

improve hik post-urelearn to balance-himself

improVe muscularcoOrditiation

. develop eye-handcoordination

Supply:

. 2 pieces of heavycord, yarn, tape,and/or chalk

. jump rope

. large rubber ball

Th

TIPS FOR PARENTS: #14 Jump rope is easier for the child to learn if only one person thrtiming the rope to go under the child when he jumps. After he hasfundamental movement, he may try a short rope, jumping by himself.

135

MATERIALS

I help Supply:

post

ance

ular

hand.

. 2 pieces of heavycord, yarn, tape,and/or chalk

. jump rope

. large rubber ball

DIRECTIONS FOR USE

The parent will

make WO lines on the-floor spacing them a little wider apartthan the-width of the child's footdemonstrate to the child how to walk between the linesallow the child to walk On other lines outdoors

place the rope on the floordemonstrate stepping over the rope

hopping over-the rope With both feethopping over the-rope with one foot-

tie one end of the rope to a_stationary object and raise theother end elevating center of rope a few inches above floorencourage the child to jump over the ropeswing the rope gehtly while the-child jumpsturn the rope over the child's-head foi him to jump

roll the ball to the child while both are sitting on the floortoss the ball to the child while standing three feet apartand gradually increase the distancepraise the child

child to learn if only one person throws the rope,the child when he jumps. After he has learned thetry a short rope, jumping by himself.

136

PARENT HC 1 TASKS

PHYSICAL COORDINATION YJRPOSE MATERIALS DIRE

#16 "Dropping One By One"

#17 "Bowling Game"

#18 "Puzzle Fun"

iM0.1.111.1.


improve hisfinger dexterity

learn eye-handcoordination

develop visual_activity

Supply:

. can or shoe box withslot cut in top

..small objects- beans

pebbles- blocks- buttons

macaroni. medicine dropper. five food cans of

different sizessmall, rubber ball

large wooden puzzles

The pare

demonsand dr

. direct-

Letallow

. let th

water

placeshow.t

sit 141

discusdescribencouratime, t

TIPS FOR PARENTS: Do not let 'child dump the puzzle pieces out without first carefullydiscussing the picture and handling the pieces one at a time.


ply:

an or shoe box withlot-cut in topall objectsbeanspebblesblocksbuttonsmacaroni

edicine dropperive food cans of

ffetent sizesall rubber ball

arge wooden puzzles

The parent will

demonstrate picking up objects one at a timeand dropping them in-the slotdirect the child by sayingLet me see you drop in one at a time,

,allow the child to continue as long as he desireslet the Child use a Medicine dropper fot droppingwater into a container

place the cans in a lineshow the child how to roll the ball toward the tans

sit with the childdiscuss the picture on the puzzledescribe the-color and shape of each piece as it is-removedencourage-child to remove and replace first one piece at atime, then two, three, four, and all.

bout first carefullyone at a time.

PARENT HOME TASKS

FIVE SENSES PURPOSE MATERIALS DIRE_

#19 "Feel and Look" The parent will helpthe child

Supply: The pare

. develop his sense of . objects and scraps of . plateOuch I material of different . tell

. becoMe more aware texture, Sizes, and . let hof, his surroundings shapes . instrt

. learn new words. - It

. shot box with large.

hole in one end-.

- Can

- Is1

- Hav#20 "Feel and Tell" . develop his sense

Of touch. small well-known

objects. show o. allow

. learn to think and - teaspoon , blindfdraw conclusions - ring . let hi

. hive fun while be - comb . have hlearns - button - Fee

- marble - Use- earring - Doe'- small bottle, pen - Doe

. large paper bag

1.

.TIPS FOR PARENTS: In daily conversation, use descriptiVe words so that the child will learn new

1-37


Supply:

objects and scraps ofmaterial of differenttexture, sizes, andshapes

shoe box with largehole in one end.

small well-knownobjects- teaspoon- ring

comb- button- marble- earring- small bottle- penlarge paper bag

The parent will

place two or three objects inthe boxtell the child to put his hand in the box and feel one object

. let him describe how-it feels

. instruct him to take the object out and describe how it looksIt feels rough.

looks smoothbumpylumpyscratchyfuzzy

Can you squeeze it?bent

Is it hard?soft

Have you_ever felt anything else like it?

show objects to the childallow him to feel and name objectsblindfold or have him close eyeslet him reach in the bag and withdraw one objecthave him feel the object and carefully tell what it is- Feel it very carefully.- Use your fingertips.- Does it feel smooth?

cool- Does it have hard points?

a

de so that the child will learn new words to use in his descriptions.

...-... ,

138

PARENT ECM TASKS

FIVE SENSES PURPOSE MATERIALS DIRECT.

. #21 "Feel and Sort"

#22 "Let Me Smell"


improve-his senseof touch

. develop his-abilityto concentrate

. learn that he canidentify thingsby smell

Supply:

.two kinds-of similarobjects

dried beansdried peasbuttons

- beads

.containers

one large enough tohold objects mixedtogether

- two ough toho sorted o Sects

.plastic medicine bottlesor small jars with lids-

.items to smell - celeryfood cooking - powder- peanut butter- baby oil- onion - perfume- chocolate - soapcoffee - tooth

- apple paste- vinegar - alcohol- orange - lotionbanana - shavingvanilla spray

The parent

. place thSmall -.

. haVe thethe dill.

. Vida qui

. give pralprovide-

beans, bu

. tell the

- Betemb- Some pi

cut grMat d

accept antell the

. ask the c,

What p

Whichlet the cchild clo.

TIPS FOR PARENTS:


o kinds of similarSects

dried beansdried peasuttonseads

tainers

e large enough tonold objects mixedogethero small enough to

old sorted objects

astic medicine bottlessmall jars with lids

ems to smell - celeryfood cooking - powdereanut butter- baby oil

onion - perfumehocolate - soapcoffee - toothapple pastenegar - alcohol

range - lotionbanana - shavingvanilla spray

The parent will

. place the large container with the two items mixed and the twosmall empty containers near the child

. have the child sort the objects with his eyes open, then instructthe child to sort the objects with his eyes closed or blindfolded.

. watch quietly

. give praise

. provide additional practice using two different kinds of drybeans, buttons, and nails

. tell the childRemember, nobody is just like you.

- Sane people like to smell flowers, others like to smellcut grass.

- What do you like to smell?accept any response

. tell the child what the parent likes to smell

. ask the child- What part of your body do you use to smell?- Which of these things do you like to =fell?

. let the child smell items with hit eyes open, then have thechild close his eyes and identify the smells.

PARENT HCHE TASKS

vr laastossk.+51.

FIVE -SENSES PURPOSE MATERIALS

#23 "What To Yod Hear?" The parent willhelp the child

use his sense ofhearingdevelop his abilitytto concentrate

Supply:

.objects for makingsounds

- paper- scissors

- drawer- water- spoons

- ball

The pare

instr- Le- I

- Li

demon- If

eontisn

cr

-

el

tasir

- Si

c

cl

t

- t

tabte

prais

-00

TIPS FOR PARENTS: Say the sentence first as a model for him to repeat.

139


f

ility

Supply:

.objects for makingsounds

- paper

- scissors

- drawer

- water- spoons- ball

The parent will

. instruct the child- Let's play a listening game.- I am going to make different sounds.- Listen carefully and tell me what you hear.demonstrate by knocking on the door- If I make this sound, y'" must say, "I heard you knocking."continue making other soun,-

snap fingerscrush paperwhistleclOse the doortalk softlysmack the mouthsing

snip with scissorsclap hands

- close a drawerrun watertap feettalk loudlytap two spoons together

- bounce a balltear paper

praise child

for him to repeat.

FIVESENSES PURPOSE 40ditidAts DIRECT!

424 "Talking Softly-Or Loudly" The parent will helpthe Child

Supply: The parent-ti

. distingUith betweentalking sottly,anCloudly

. point to h- I era- t_i

- I at to. control his voice. OVercome shyness - I want

. encourage- I am to

.

. question t- What am- Cain you

- Let me

#25 "Listening to a Story" . enjoy listening . Story books . read the s. recall a story . share cony

. ask questi- Doyou- What el- Which p

. reread thelisten to

TIPS FOR PARENTS:


help

etweenly and

oiceess

ing

ry

Supply:

. Story -books

The parent will

point to her mouth- I At ttiking.-- I am talking loudly.

softly- I Want you to -talk loudly.

. _ softlyencourage the child to repeat- I as talking loudly.

softlyquestiOn the child- What am I doing?

Cah-yOU talk loudly?softly

- Let me hear you.

read the storyshare conversation about the storyask-questions

Doiou-like the way the story ended?- What else could have happened?- Which-part did you like best? Why?reread the storylisten to the child retell the story

PURPOSE MATETIt04 DIRECT

-The Varint- will help-the--child _ -

`becalle,a0are-

hie-fiVe= Onset;

learn to classify

supply:

Aattit,bMge_

labeled 1Vith-_ picturesk

representing fi4e-

Aitheet

:variety of objects

---_to feel

-yarn--!feather

- -sandpaper- 'to smell-

-=flower_

-,pachet

...vinegar

- to t400_

--fruit

- to hear

- -ipicCurt of musital-

inetruMent

- to seepicttre of--a house- -the moon

The parent

-place th

direct -t

yoHow do

- 'C

Put th-

continuehive theiihy he s

Ask the- What d-.Whet _d

- What d11C4_ do

- What d- What d- What d

Outsid

riPs FOR PARENTS: Remember to praise the child.Keep the lesion short.

MATERIALS DIPECTI*S_POR USE

will help

are ofsenses

classify

Supply:

.5 plastic bags

iabeied-mith-pidtdres_representing the fiveSenses

.variety of objects

to feel

--leather--sandpaper

- to-smell--f-lower

-,sadhet--vinegarto taste.-candy- -fruit

- to hearbell

--picture-of musicalinstrument

- to seepicture of--a house--the moon

The parent will

place the; objects, pictures,-and -bags on the tabledirect the child by asking questions- Can-ybulind-_a picture of an ear?_--HoW-do-yoU use yOUt ears?

cs(Rint0:044-800ethiOgIthAt_yo4 can hear?Put the bell in the -bag_With-the ear on it.

continue:-adtiVity Withother -Objedtshave the child. empty the-bag one at a time and tellwhy he sorted the objects Si he did

- Ask the child

- What do you hear when-you ride on the bus?- What do you feel when you touch the wall?- What do-you -tell Whei the dinner is-cooking?- How does a pickle taste?- What do you feel when you run in the grass?- What do you see outside the Window?.- What do you see when you are outside and look up?

downAroundbehind you

Outside can you find n leaf that is smooth?

roughwetsticky

PARENT HaTE TASKS

SMALL MUSCLE SKILLS

#27 "Fun With Paste"

#28 "Tearing Paper"

#29 "Scissors Fun"

PURPOSE


. learn to handlepaste-properly

. develop smallmuscle coordination

. improve languagedevelopment

. improve fingerdexterity

. perform eye-handcoordinationactivities

. learn to handlescissors properly

. develop eye-handcoordination

Supply:

paste. paper

. magazines

. newpapermagazinesconstruction paperany discarded paper

, blunt scissors, paper

, paper straws

The parent ma

provide pacut simple

. demonstratsmall amour

. discuss th

. demonstrateboth.hands

. let the chisuggest thathe torn pi

cut long n. instruct th

the scissor. show the ch

the thumb ulet the chiscissorsshow childthe scissorrepeat the

. demonstratewith a sing

TIPS FOR P4RENTS: Praise all the child's creations.Emphasize the fun of doing art activities.Newspapers may be used for cutting and coloring.


dip

tione

Supply:

pastepapermagazines

. newspaper

magazines. construction paperany discarded paper

, blunt scissorspaper

, paper straws

The parent will

provide paste, bought or homemade with flour and watercut simple pidtures within the child's experiencedemonttrate how to paste the pictures on a paper with asmall amount of paste on one fingerditcust the pidtures with the child

demonstrate tearing paper using the thumb and fingers ofboth handslet the child make his own creations using a variety of papersuggest that the child tear colored magazine pages and arrangethe torn pieces to represent animals and paste on another paper

flowershouses

cut long narrow strips of ,aperinstruct the child to insert the thumb in the top hole ofthe scissors and the third finger in the other scissor holeshow the child how to open and close the scissors, keeping

the thumb up. let the child practice the cutting motion without holding

scissorsshow child how to hold paper in one hand and cut pieces withthe scissors held in the other handrepeat the activity, letting the child cut paper strawsdemonstrate how to cut along the edge of a piece of paperwith a single cut to make a fringe

ties.d coloring.

i'ARENT TICK TASKS

SMALL MUSCLE slams PURPOSE MATERIALS DIRECTIO

#30 "Crayon Magic" The parent will helpthe child

Supply:

. large primary crayons

The parent

provide a. hold and use a . paper show the

crayon. develop skills thatwill be needed forwriting

. chalk the crayopraise thencourage

TIPS FOR PARENTS: Do not model for the child.Do net let other children criticize the child's efforts.Do r.ot expect recognizable pictures at first.

143


Supply:

- large primary crayons. paper

. chal k

The parent will

provide a quiet place where the child may scribble with crayonsshow the child how the paper may be peeled from the crayon,the crayons broken in half, and used on the fl.t, side

praise the child's effortsencourage scribbling, using chalk

....id's efforts.t.

=111110

144.

AUNT ROE TASKS

COLORS PURPOSE MATERIALS DIRECTIO

#31 "I See Something YouDon't See"

ri2 "Surprise Box"A-

Tne parent wi

. familiar objectsinside the houseoutside

become more awareof the colorsaround himlearn to describethe world helives in

sayor -- I see s

allow theencourage- Is it t- Is it task the eh- Do you- What ofplay thisguess the

. cardboard box witha hole in the topor bag of scraps ofcolored paper

place boxthe child

. have'the ctell the clet the csreplace thask the c.- What co

Can you- What co

. have child

TIPS FOR PARENTS: Talk with the child about color at every opportunity.

Supply:

. familiar objectsors inside the house orections outside

cardboard box witha hole in the topor bag of scraps ofcolored paper

every opportunity.

The parent will

. say- I see something you don't .:e and it is (red)!

. allow the child three guessesencourage the child to answer in a complete sentence- Is it the chair?- Is it the book?

. ask the child- Do you see anything else that is red?- What other colors do you see?play this game with several children, allowing the first toguess the object to become the next leader

place box containing colored scraps of paper in front ofthe child

. have the child pull out one piece of paper at a time andtell the color

. let the child keep the colored papers he names correctly andreplace the ones he doesn't know for another tryask the child- What color is this?- Can you find something else this color?- What color is your dress?

shirt. have child sort scraps into different piles, matching colors

1

; I 'PARENT RCM TASKS

COLORS PURPOSE MATERIALS DIRECTIO

#33 "Matchmaker"

#34 "Match the Crayons"

Mwill.OMYINIMr-,110111Millb.


. developthe abilityJ.to match likenessesin colors

. begin to noticeshades mud tintsof colorsdevelop visualacuity

. learn to followdirections

. see likenesses anddifferences in cold

suPplY:

. familiar objects frrthe hone

. scraps of coloredpaper

. crayons


. magazines

The parent w

. hold up a- I see-. Can yencouragebut of di

. look thrand yeil

give thedirect thelike cololet the cso he maymix all th

. help the dcolors in

TIPS FOR FARMS: Praise the child with a hug, word, or a happy expression.#33. This 64-Ate emphasizes matching the colors, not learning the color names.Refer to Task #17, "Bowling Game," and put colors mper in the cans for the child

3.45


help

ilityesses

e

is

SuPP1Y:

. familiar objects inthe home


. crayons.

. scraps of coloredand papercalm . magazines

The parent will

. hold up a scrap of colored paper and say- I see something and it is this Color.- Can you find something else this color?encourage the child to find other objects the same colorbut of different shades or tintslook through a magazine to find shades of blue, red,and yellow, matching them withit scrap that color

. give the child 3 crayons at a time

. direct the :hild to separate the colored scraps, puttinglike colors in stacks with the matching- crayon on top

. let the child mark with the crayon on the matching papersso he may see the likenessmix all the papers up and have him separate the colors again

.\ help the child find and mark with the crayon the retchingcolors in a magazine

r a happy expression.

the colors, not learning the color names.d put colt:a:a-Paper in the cans for the child to identify.

146

PARENT HCNE TASKS

SHAPES PURPOSE MATERIALS

#35 "Match Me" The parent will helpthe child

. learn three shapes. develop visualacuity

. become aware offorms in the worldaround him

SuPAIr:

. paper shapescirclesrectangles

- triangles

. familiar objects inthe child's surround-ings

The

TIPS FOR PARENTS: Call the child's attention to shapes seen on outdoor excursions such as

and buildings. Sandwiches and cookies may be cut in different shapes.


will help

.ee shapes

I sual

rare of

the world

supply':

. paper shapes

- circles- rectangles- triangles

. familiar objects Inthe child's surround-ings

The parent will

. hold up a paper shape and name it for the child to repeat

. ask the child to point to objects around him that havesimilar shapes

circle: plates, ball, apple, orange, his head, eyes,moon, sun, marble, wheels, buttons, rings,bracelets, necklaces, earrings, dishes, eyeglasses, pies, cakes

rectangle: door, window, table, chair, book, pockets

triangle: roof top, ice cream cone, tricycle

shapes seen on outdoor excursions sudh as sailboats at the beach, traffic signs, signboards,

d cookies may be out in different shapes.

-

SHAPES.

PURPOSE. MATERIALS DIRECT

-#36 "Mr. Round Man" The parent willhelp the child

.PuPPL-1,7* The Parent,

\one -round White . place EL

. learn shapes -paper plate . holdup0 0 . clattif_14; by shapes,- - Can0 colored. paper thapes - Let':

CD (two each of red, blue,and yell.ow) -

- 6 triangles

One j

help thred for

- 6 rectangles overlap]

0 0 6 circles . take thl- Can 3

. replace- Is ht

. replace- What

"Mr. Mixed-Up Man" - Let' $.

1

TIPS FOR PARENTS: Colors are not important in this game so allow the child to use different colon

147


Shapes

Supply:

one round whitepaper plate

colored paper shapes(two-each of red, blue,and yellow)- 6 triangles

6 rectangles- 6 circles

The .parent

place all the paper shapes on a table. hold,up the paper plate and say,

- Can you find Some paper shapes that look like this one?- Let's t-make Mr. Round: Man with two round papers for his eyet

one round paper for his nose, and round papers for-his Month,Yelp the child place the circles on the plate, usinglgreen-andred for the eyet, yellaV for the nose, and the two red= ones_overapping for the mouthtake the circles out of the plate, mix them up again and say,- Can you -make Mr. Round Man?replace the nose circle with a triangle- Is he still Mr. Round Man?replace the Mouth circlei with-three squares- What is he now?- Let's call him Mr. Mixed-Up Man.

game so allow the child to use different colors if he desires.

3.48

PARENT HCHE TASKS

SHAPES PURPOSE MATERIALS DE

#37 "Mr. Rectangle Man"

"Mr. Triangle Man


experience lookingat and handlingshapes

, classify by shapes

acuity. have fun whilelearning

. a paper napkin or

similar size paper

.colored paper shapes-(2 each of_reati

and yellow)= 6 triangles- 6 rectangles- 6 circles

The -pa

. plaitra4

- '

held

-nap

andputloo

- C

folc

. askarm

TIPS FOR PARENTS:The rectangular shape is used before the square shape because the child asmist have sides of tame length,


Supply:

.a paper napkin orsimilar size paper

.colored paper shapes(2 each of red, blue,

.and yellow)- 6 triangles

6 rectangles- 6 circles

The par ?nt will

place all the paper shapes on a tabletrace around the edge of the napkin with a finger and say,- This is shaped like a rectangle.

- Can you find some paper shapes that look like this one?- Let's make Mr. Rectangle Man with his -eyes, -nose, and

mouth all made out of rectangleshelp the child place the rectangular shapes on the papernapkin using two blues for the eyes, green for the nose,

and red and yellow for the mouthput triangular shapes on top of each mouth shape so theylook like teeth and say,- Is he still Mr. Rectangle Man?

- Why not?- Could we make Mi% Triangle Man?

. fold the napkin diagonally to form a triangleask the child to find the triangular shapes and help himarrange a face

e square shape because the child may not differentiate that a,square

L_I

PARENT HCME TASKS

ft

SHAPES PURPOSE MATERIALS DI

#38 "The Same-or-Not the Same The parent will helpthe child

Supply: The pal

..colored paper shapes . rola(

. develop skills in - circles - 1

recognizing like- - triangles - V

nesses and aiffer-ences

- rectangles - V

- I

. learn to describecbjects as to theirlikenesses anddifferences

- I

- I

..

. .

TIPS FOR PARENTS: Task #17 The Bowling Game may be utilized to review shapes by placing colore

149


supply:

colored paper shapescircles

- trianglesrectangles

The parent will

place-aIl the paper shapes on a table and say,- Pick up two papers.- What shapes ate-the papers?

What color are the papetst- Are they the same or-not the same?

Ate they the same color?Are-thEy.t1Le same shape?

o review shapet-by placing colored paper shapes in each can.-

150

PARENT HO4E TASKS

SIZES PURPOSE MATERIALS

#39 "The Long and 'Short Of It

#40 "Stairsteps"

The parent will help-.the Child

. learn _to compareSites-Of things

. increase hiSAttetibulat'y

. to make comparisons

. form judgOttits

. iMprolte eye-handcoordination

Supply:

:familiar objects ofdifferent lengths,heightt, and sizes- sticks- rope

string- balls

buttons- boxes- cans

.6 drinking straws- 1 full length- i, inch off second.- one- 2 inches off third

one3-inches off fourthone

- 4 inches off fifthone5 inchesone

off sixth

The par

sit. put

. put

. put

. put

. let. nix

- F- Ficoatiside- No- Armix t

TIPS FOR PARENTS: Encourage the child to use cpaplete Sentences.- Can the child's attention tpeople, clothes, toys, and itittitture during daily routines.Utilize Task #17 "BoWling Gate" emphasizing the sizes of the cans. Endourag

MATERIALS DrRECTIONS FOR USE

Supply:

.familiar objects ofdifferent lengths,heights, and sizes- sticks- rope_ string

- balls- buttonsboxescans

.6 drinking straws

- 1 full length- 1 inch off second one- 2 inches off thirdone

- 3 inches off fourthone

- 4 inches off fifthone

- 5 inches off sixthone

The parent will

sit on the floor facing the childput two objects on the floor and say,- Which is longer?

shorterput three or more objects on the floor and say,

- Which is longest?Shortest

put two objects on-the-flOor and say,- Which is larger?

smaller. put three or more objects on the floor and say,

- Which is largest?smallest

stand two objects on-the floor and say,- Which is shorter?

tallerlet the child pot the objects side by side and compare

. mix the straws and place on the floor in front of the child and say

- Find the shortest straw -and place it this way. (horizontal)

- Find the next shortest straw and place it next to the first one

continue procedure until all straws are placed with the left

side even and say,- Now you have made stairsteps.

- Are any of the straws the same length?

. mix the straws again and help the child lay them perpendicularly

ces. Gall the child's attention to the differences in the sizes of

daily routines.ng the sizes of the cans. Encourage the child to have fun stacking the cans.

PARENT-ROME TASKS

POSITIONS* PURPOSE MATERIALS DIRECTION

Pat" The parent will helpthe child

foLictit directions

. develop itiderstand-::

ing of specialrelationships

Supp1j:

. spa11;4erglassipoon

The parent Wi

sit with thplace thesay,

- We ate g- I'll t

them the- Then you

"put" thdirect the- Put the

Put the- Put the- Put the- Put the- PUt theplace objec

Where is. use other o

direct the

. hide her ey

TIPS FOR PARENTS: Emphasize activities involving positions in daily-routines.

151

MATERIALS DIRECTIONS POE USE

small. paper

-glass

spoon

The parent will

sit with the child at a low table or on the floorplace the paper, glass, and.'spoon -in a row on the tablesay,

- We are going to pla,y "PA-, Put."- tell you where to "put" these things and YOU. "put"

them there.- Then you tell me where to "put" these things and

"put" them where you say.direct the child- Put the spaon inside the glaSs. (Replace)- P the piper Under--the glass. (Replace)- PUt the glass betWeen the paper and-the spoon.- Put the Spoon onl-tok-of_ we -paper. (Replace)- Put the paper -behind-the glass. (Replace)- Put the spoon in--front of the east.place objects in different'positions and ask,- Where is the spoan now?use other objects, Such as: a toy, a--box, a shoe, a pencil

. direct the child to sit in a chaircrawl under the chairstand beside

in front of,behind

hide her eyes and guess where-the child is

daily routines.

NUMBER CONCEPTS -PURPOSE MATERIALS- Di

.

#42 "Counting Pun" The _parent will help. Supply: The pe:the child-

.

learn to rotscount-

,

,

. cour-

. develop-awareness - 1that the Wit nix-bit Said_ tells- _hi*lair, halts beencounted -.

- ]- 1

. con!. let, prat

#43 "Row Many" , learn that count- . marbles . piesbig_ is -_telling jacks . lastwhOw_ -Mane ., beans - I

. have -fun *bile 4, bOttle caps '. - Ilearning- Wither ,ConCOFto

, spi:Ont4, straws

. env]

. ask. . folk* directions - . buttons - C

cOine - C-c. cous

- a- d- c- P

TIPS FOR PRUITT'S:. Be alert for Opportunities to use:number concepts in daily activities.

help

MOSSt OUM

lls how

MATERIALS mum= TOR USE

The parent will

count.-

ing

e

ctions

supply:

marblesjacksbeansbOttle-capsspoonsStt*WSbuttonsColts

collet, Saying the last lumber louder

Listen to me-44unt.1, 2, 3, 4, 5,-6, 1,4 '010011094,

- I counted to 8.Mutt 'Weber did I count to?

'Conti:mit counting, stopping at different 10Mberslet thethild count as far as-hcis ready to-gopraise the child for "Wdrking hire

place Objects on a-tableinstruct the child to bring A certain lumber of things- Ering as three nitblel.

Bring um twospoons.encourage the child to manipulate the objects as he counts thenask the-child,- Can you pup up and down three times?- Can yoi hop on-one-foot two times?- Can yOu clepYOut hands four tines?count other -things around the house- step. on the porth- doors in the took- Chairs- place settings

numbor concept* in daily activities.

ii

SUggestions_for Parent4eacher_ Conferences

Even- thoUgh_ the parents _and- teacher -meet togetherin-s monthly -the:_indiVidUal conferenceis sti11._a_eost vital part of parent inVolvement.The.--three cenferenCes Aegin-i Where, otherreporting ..setbods ;end. The ,parint.-brings-te the_

erence_'-hie owiriUnderetaiiding:-:61 Whit the -child--- at hoMe. The teacher-= brings -an insight of

Whet the _child is like at-itChoOl. GOOd_ctinferenCe9help-both theteacher and_the---parent understand thechild. These conferentes should result in coopera-tive- planning for-- the-Child,-While they win under-itanding add reepect for ztha teacher and the school.

_Conference preparation:

The- teacher- should

. -confirm conference-appointments With a note

. let the parentsknov-in- adtrance hot/ may minutesof conference time is- set aside for them andthat they may use all the time or any portion ofit

. -Allow 10 minutes between conferences to jot downnotes about the conference And prepare felt nextConferencehave, child's check sheet available of the variousskills to be dieicussedconduct the meeting in the natural room settingarrange room attractively with bulletin boardsdisplaying. children's art Work

Conference techniques:

The teacher shoUld. be the same type hostess in classroom as in her

home_greet the parent and try to make him Comfortableand at ease

. begin and end-the conference with I-positive_comment t-aboUt the childrefrain from taking notes during the conference

153

Conference techniques: (cloned)

listet,to criticism in order to obtain suggestionsoffer alterhatiVe suggestions, so the-patent Maysake -the decition

diSCOUrsige-COMftris0-01-brOthere and-Slaters, summarize child's_ progress frOit Check Mat infor

mation_without discuisitg_each_item_separately,parent is interested -only in overall &Velasem=concentrate on one or two things on whiCh theteacher -and the parent can Work together to helpthe-childextend an invitation to-parent to visit school andperhaps become-a volunteer helper, if parent notalready involvedend on-a note of continuing cooperation

Evaluation of conference:

Was it a cordial meeting?What did I learn that will help me in futurereAltions With the child ?

. Did I plan-with, rather than for, the parents?Did the parents learn a little more about thechild?Did I help parents to talk freely?Did I praise the child in some way?Did the parents leave with a friendly, optimisticattitude?Did we emerge with specific ways to help the child?

154

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Cole walk, tone Walk, like boys by the sea.

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with two havomerss(Use both fists)with three harzers"(use both fists

_and_ one foot)with four IviocaersR(urie -both fists

and both_feet)with -five hanaersn(use both fists,

both feet, and head)

ham -mere one ham-mer,

he Wortesu4.fitt

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Games The children walk in a circle around the leader whochooses one player to be the donkey. The name Carlos can bechanged to any child's name. When the leader chooses a childto be the donkey that child turns around and walks aroundwith his back to the center of the circle. The _game goes onwith the leader choosing a different player each time until-every child is a donkey. The last one chosen makes an archwith the leader for all the others to walk through. Thistire they change the last line to "Ya se Voltetton todos deburro". Ye -

e ifre

.e;en-0)51.1 ea-4E1e nsie

d the leader whoname Carlos can beder choOses a childnd walks aroundThe game goes on

r each time untilmen makes an archthrough. This

oltearon todoli de

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For ail 11 e 1;+-tie girls and boys.

Little Bunny

9un-ny you're so fur) -ny

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l-top p; eV- )ry CU h re

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3.63

164

an 1

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Io look flit O+

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yo- ifue-cian no nla5 a05, os , dos.

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.Prtner iron! -t YOU clap up high?Partner ufpno t yoy blot with me?

166

Pin Marin

(Like "Eeny meeny," this is used to choose a leadereliminate someone from a game.)

Pin Marin de dOnyinhuel,:pan)(4-nah-reed) (peen- o0-eh")

C;ticara, mdcara, r 'iri fue el.n be.9-11-1*ah)(0' the Ksh.eahl Cp n

School (Tune: "Farmer in the Dell")

I come to school each day;I come to school each day;I learn to work and sing and play,I come to school each day.

or to Tic Toc

citretc.-tchK1)La rat ita

El reloj

La ratite

Bajouy

Tic, Toc.

School (Tune: "Mary Had a Little Lamb") Manz/,rnahn-s

Little boys come to school ParaCome to school,Come to school; Las c

(i<Little boys come to school, \Come to school today.

(Yyo

)

Repeat and sing: "Little girls come to school, etc."

Boat Song(Tune: "Twinkle, Twinkle Little Star")

En el agua hay tres barcosCalif.56 -417)(ah ..TC)

De colores my bonitos,(rnocAle)

En el agua hay tres barcos,

Unos grandee y otros chicos.(c1-,e7e=w0-z)

Put your fPut your fPut your fPut your f



ose a leader or to

;12:,h

Dell")

e Lamb")

school, etc."

le Star")

Tic Toc

Tic Toc, Tic Toc, Tic Toc; (erns swing like pendulum)(terkt. he)

La ratita sube al reloj; (hands make climbing, crawling motion)

El reloj,sond (loud clap)Creh*:,g)

La ratita corri(Kohr.na-o14

Bajay pronto del reloj, (hands make descending motion)

Tic, Toc. (pendulum movement)

Manzanitas(Tune: "Haw Do You Do, My Partner")

Manzanitas rojas, que tengo,aqui_Qx,h-Kee,1-a-hz) eh)

Para mi maestra, y Nara mf.(meth-eh z:trah)

Las compri en la tiendal, con lo que,ahorre..cAm preh ) kite- e auk7) (a.h- ohnen /

Y yo se las traigo, para darle iiy.asted.(d-E) (trai vet) (pot:- te hd J

Put Your Finger in the Air

Put your finger in the air, in the air,Put your finger in the air, in the air;Put your finger in the air, and leave it about a year,Put your finger in the air, in the air.

PutPutPutPut

Put

Put

PutPut

your finger on your head,your finger on your head,your finger on your head,your finger on your head,

your finger on your shoe,your finger on your shoe,your finger on your shoe,your finger on your shoe,

on your head,on your head;tell if it is green or red,on your head.

on your shoe,on your shoe;and leave it a day or two,on your shoe.

Sowing (TUne: "Row, Rcpt Your Boat")

Saw, SNW, saw the wood,Hear the song it sings;Everybody, everybody;Can make pretty things.

Scary CatScary CatIt's a haTrick or

Walk to the Store Substitute(Tune: "Looby Lou") ."Big Tr

"FlyingI can walk to the store, "A Big WI can walk to the store, "SpookyI can walk to the store,To buy the things I see.

(Repeat and use the verbs run, 214E5 112E, march, and ride.)

-- Plants(Tune: "AlPiedret-acmg")

Creeen y crecen todas las plantar!!+a h

con el sol y cuando llueve,(Koh 6 416* .ahn:dch vehPor el dla, el viento les cants.,

t.de.e.14h;i (vgech/1%-i-Dh.

Por la noche, el aire las mueve.o he) 01=Ze.-1-E.h) (m30 h'..ven)

Lets Be Little Ducks(TUne: "I'm a Little Teapot")

See the little ducklings (point)Swim without a care, (swim)Heads are in the water, (point to head)Tails are in the air. (point to seat)

See him stAll around.

See him stFat Mister

Hear the gGobble gobHear the gFat Mister

Thanksgiv

Gobble, GoMister Tux.

Gobble, GoMeet me on

our Boat") Halloween(Tune: waggirhells")

Scary Cats, Scary Cats,Scary Cats, I see:It's a happy Halloween,Trick or Treat with me.

Substitute for Scary Cats:"Big Tree Owls""Flying Bats""A Big Witch""Spooky Ghosts"

Mister TurkeyET) march, and ride.) (Tune: "London Bridge")

g")

Aapot")

See him strutting all around,All around, all around;See him strutting all around,Fat Mister Turkey.

Hear the gobble, gobble, gobble,Gobble gobble; gobble gobble,Hear the gobble, gobble, gable,Fat Mister TurRey.

Thanksgiving Turkey (Tune: "Twinkle Little Star")

Gobble, Gobble, who is that?Mister Turkey big and fat?Gobble, Gobble, what will he say?Meet me on Thanksgiving Day.

167

168

Greetings (Finger Play)

(Make red constructiOn paper bracelets for the children'sright hand)

Hold your right handWay up high;Now shake handsWith a friend close by.

Counting

Dramatization: Display blocks of three sizes)

Here's a block, and here's a block,And a great big block I see;Shall we count them? --

Are you ready?One-two-three.

Las Ruedas ( Finger Play)(The Circles)

(The child holds arms overhead and makes a big circle. Thecircles become smaller as the finger play develops. Thefinal circle can be made with the thumb and index finger)

Estes rueda es.grande,(.,01/-tah,(Ydris-eh'-dan)

Este raeda,ep chica,(r"-e/1-4011) (eha=w0.6)

Este es Mi&2(rnah.f.

esta chiquitita,fre K -tee. fah)

er Play)

elets for the children's

three sizes)

block,

er Play)es)

d makes a big circle. The

ger play develops. Thethumb and index finger)

Los Bloques (Counting Game)(The Blocks)

Los bloqueb,ber, KJ) r-,

Los bloques,r z'

Yo cuento a la vez:te . r"-te

Uno-dos-tres,(F6.00*, ;cit-z./.÷reki)

Uno-dos-tres.

El Globo Rojo

Yo tengo un globo rjo, (ilx fingers and thumbs form circles)

--Yo lo soplo ma/ s y mas, (pretend to blow, make circle bigger)

(:7,c,i-. ,'.Ia'n) '...Ktpffra.1, Z)---

Yo lo puedo nover , ,

It20-0-doh,,00r-ver rt;.

Del frente para atras. ,,,(child moves circle from the front tc/0-h-l-mhz-) the back of head)

The Apple Tree

Away up high in an apple tree, (outline tree with both arms)Two little apples smiled at me, (2 fingers - smile)I shook that tree as hard as I could, (with both hands shake tree)Down came the apples (touch floor with both hands)Um-m-m were they good' (take imaginary bit, chew, rub stomach)

Tortillitas(Pat-A-Cake)

Tortillitas de maiz para roama que esta feliz; ;,

h r- yie--fahLYmail )

Tortillitas de salvado, para papa que esta enojado.:doh)

Los Maderos

This action poem is played while the child holds a doll onhis lap. The child swings the doll backward and forward.

Los maderos de San Juan,( Wwish-de-rohz)

Piden pan y no les dan,( pi-ed An)Piden queso y les dan

(Keh so)con un peso;,

Coo - 617 so)

Rico, rico, rico-rani(Tie-Koh) (rahn)Rico, rico, rico-ran.

(The child

PenniTheyPenniOne-

Ten 1Two 1Two 1One 1

Los Dedos

El dedo gordo dice,'"Yo quiero bailar;" (wiggle thumbs, other QuS t(cjohedohXdre!seh)(KEe-ehi-ro h) fingers down.) (Keh)(

Yo toEl dedo gordo dice, "Xo quiero cantar." N 01

(de-eiseh) (Kaho-+ahri) Dos oEl puntero dice, "Yo quiero bailar;" wiggle index finger, Co

( re° n-tch 'LTA) ( bah - a - tag ther fingers down.) Y dos(

El puntero dice, "Yo quiero cantar."

"El dedo largo dice" (2nd finger)

(ictilfluoh)

"El dedo del ahillo" (3rd finger)Cob nEe'- yo)

"#1 dedo chiquito" (4th finger)

h Kee--i-ah)

Mis.brazos(nlEeLRbrah'-

Mis piernapre eh

Cada uno t(Koh:dah)

Cinco y ci

(5re

Cinco y ci

hild holds a doll onkward and forward.

" (wiggle thumbs, otherfingers down.)

11

hr')iggle index finger,ther fingers down.)

...(2nd finger)

(3rd finger)

Y^ )

...(4th finger)

Counting Pennies (Finger Play)

(The child manipulates play money while doing this finger play)

Pennies, pennies in my hand,They belong to me;Pennies, pennies in my hand,

One-two-three.

Parts of the Face (Finger Play)

Ten little fingers, ten little toes,Two little ears, one little nose;Two little eyes, one little chin,One little mouth to put my dinner in.

My Face (Finger Play)

Qu4,tiene mi carita?'h nehj( hr- Ze--12th)

Yo to quiero decir;(Kee-chi-4%IA -seer

Dos ojitos, nartz, y Boca,(oh-he12-tohz)(nahr- Fez.)

Y dos orejas para oir.(ohr-eh/-har.) (oh-eiT)

Fingers and Toes (Finger Play)

Mis.brazos tiezen mans, (point to arms and hands)

(..nlEeL);brah'-sohz)Mis piernas tienen pies, (point to legs and feet)

(pee-thrfnahz) (pa -ehz)Cada uno tiene cinco dedos; (wiggle fingers and toes)

(Kah :dab ) (.1-re. eh' -neh)Cinco y cinco diet. (bring extended fingers on both hands

(.5ein-Koh') /jez_ahz) together)

Cinco y cinco diez? (bring both feet together)

169

170

Birthday Cake (Finger Play)

Here is the birthday cake!How many candles does it take?One- two - threefour -five.

Now the candles we will blow,Wh! Wh! Wh!Out they go!

The Animals

Teacher: Piggy Piggy in your pen,are you eating corn again?

Children: Oink! Oink! Oink!

Teacher: Horsey Horsey in your pen,are you eating hay again?

Children: -Neigh! Neigh! Neigh!

Teacher: Moo Cow, Moo Cow in your pen,are you eating grass again?

Children: Moo! Moo! Moo!

My Rabbit

My rabbit has two big ears (point to ears)

and a funny nose; (point to nose and wiggle it)He likes to nibble carrots, (nibble)He hops everywhere he goes. (hop)

Can You Be A Tree?

Up on your toesBend your knees,Up on your toes,And move like the trees.

Las Hojitas (The Leaves)

Es ta es una hojita amarilla, (hold out oRen hand)

Es ta es una hojita cafe; (hold out other hand)

Es tas dos hojitas (hold out both hands)(ttr. z=lain z., h Pqt = hz:Me las eneontr4.,

Flowers

Many colored flowers,Many colored flowers,For me to see.Peep through the leaves,Peep through the leaves,For you and me,

Air (Finger Play)

Air moves the trees, (children sway andhold hands above head)

Air moves the trees,Air moves the trees,And down come the leaves. (move.fingers

downward in trickling motion)

El Pescadito (Finger Play)

,Este era unyescadito,(e z t-t dee - to )

Este lo pesco,)

-Este 10 limpid,1.72 r,t - -

Y este se lo cociho,c.rt- .5 - nob)

Y este se lo comio,-on

(Touch baby finger)

(Touch third finger)

(Touch second finger)

(Touch first finger)

(Wiggle thumb)

The Airplane (Finger Play)

The airplane has big wings, (stretch out arms)The propeller goes around; (arms swine around)It goes up, up, up; (hands show upward movement)It goes down, down, down. (hands show downward motion)

El Aeroplano (Finger Play)

El aeroplano sube, sube, sube; -(upward motion)

(417.sh not. ) so:0-647)El aeroplano baja, baja, baja; (downward motion)

Sube y baja, sube y biLja. (up and down um and down)

Sound

I hear a loud clap, (child claps loudly)I hear a loud clap, (child claps)Now I put my little hands

On my lap.

Repeat and substitute: " soft clap "

Scarecrow, ScScarecrow, ScScarecrow, ScScarecrow, ScScarecrow, ScScarecrow, ScScarecrow, ScScarecrow, Sc

I'm a pumpkinSee me sittin

(Dramatizatio

I'm a Jack 0'With a greatI'm a Jack 0'With a candle

Three littleThe first oneThe second onThe third one

171

Scarecrow,Scarecrow,Scarecrow,Scarecrow,

Scarecrow,Scarecrow,Scarecrow,Scarecrow,

Scarecrow (Dramatization)

Scarecrow,Scarecrow,Scarecrow,Scarecrow,Scarecrow,Scarecrow,Scarecrow,Scarecrow,

turn around;jump up and down;arms up high;wink your eye;bend your knee;play in, the breeze;

climb into bed;rest your head.

The Pumpkin (Dramatization)

I'm a pumpkin big and round, (hands above head)See me sitting on the ground. (Children sit on floor)

Jack O'Lantern

(Dramatization)

I'm a Jack O'Lentern(dircle head with hands)With-a great big grin; (grin)I'm a Jack O'LanternWith a candle in (hold index finger under chin)

Christmas Bells

(Dramatization: Use colored bells)

Three little bells, sitting in a row;The first one said, "Ring me slow ";The second one said, "Ring me fast";The third one said, "Ring me last."

172

Rocket

I'm a.little rocket, (child crouches on heels)Pointing to the moon;3 - 2 - 1 (said slowly)Blast off! Zoom! (jumps up in the air)

Juan Juanito

Juan Juanito muy prontito,, \

(nnrc.A)(prolln.-ili,e=4-ch)

Para al frente la vela bpinco; (jumps over candle),/-cc h f-dh) ..brc.ren -Koh'

Juan. Juanito muy prontito, \

(prohn-i-e-ei-tch)Brinco para atraa 57.,,despuei se durmi (jumps candle back-

z .;*.h z-powo -eh z.) sward and goes to(dabproalifibleep)

La Nina Maria

La niZa Marta sentada en susilla, (child sits)1/41-Zk+KA)Csehn--1-alidah)C(ah)

Su tazita de raspa comdS; (eating motion)

&hz-ee-+A) Ckohrit-ee-ohir

De su telarigal bajuna arai, (crawling, desending motion)

Oth -0-111=SNA (uhr.Azustada, Maria corrio! (surprised, frightened expression)

(1.hz- dub) (10hr-ree-o h')

Pon Pirulin

Sentadito en el ;incon, (chicld sits)(5 e n h-clie-toli)CTeen-Kohni)

Pan Pirtairi arida un pastel; (eating motion)?rer I ec ni)(1 o her -

Un dedo metioly un p.razno sac; ,(put thumb dawn and back up)

(nleb-±ee-014)(ao'or-alle-nall)

Tan dulce calm la miel. (lick lips and rub stomach)

(cicl Lma

I love you, I love you,That's what valentines

I love you, I love you,On Valentine's day.

Anda despacio el pap re(st.;-)r.'

Con su carga de algodo:KA !

Tres moralitos que pass h Ce'tohz)C

Uno para ti, otro para

&Fe; r.

Pedro, Pedro, el sembra(sehrn-

Siembra calabazas en su

Una calabaza muy grange.Ka hi -a h -bah fsd-hi

Y a su mujer platicador(i-e)

1

andle back-d goes to

Valentine's Day

I love you, I love you, (point to other people)That's what valentines say; (make heart with thumbs and index

fingers) .

I love you, I love you, (point to other people)On Valentine's day.

El Burrito

Anda despacio el pobre burrito, (walk slowly)

Cs=-Pr` z - °PO

Con su carga de algoan; (hands point to pack on back)

Tres moralit9s que ;mean macho, (holds three fingers up)zYpehl5ahn

Uno para ti, otro para ml, y el otro para el patron. (each(tee *) corr,M) finger represents an owner)

Pedro, El Sembrador

Pedro, Pedro, el seMbrador, (child pretends he plants something)',sehm-broh-doh r )

Siembra calabazas en su labor&ea-'2.hrn'.brah),..Kak.1-0-.-burc-Sa'rzi.: !in-cfe.r

ding motion) Una calabaza may mnde creci6;, hands open wide to represent a.11ahi-c4h-17,(-411-5140 J<Ileh-sre-c ig pumpkin)

expression)

and back up)

ach)

Y a su mujer platicadora, Ppdvito tiK (puts wife in the(47e) L'enro -1-tekr )(F. la.ktra- Pi-dotty-fa xpumpkin)

'1/4metite-e-cbi)

Counting Animals(Tune: "Ten Little Indians")

One pig in the pen,Two pigs in the pen,Three pigs in the pen,Sing the song again.

One horse in the pen,Two horses in the pen,Three horses in the pen,Sing the song again.

One cow in the pen,TWO cows in the pen,Three cows in the pen,Now they are all in.

Repeat: One pig out of the pen, etc.)

Game: I Went to the Grocery Store

Two or three children play this game with a leader. Theleader can be a parent, the teacher, or an aide. The leaderand children sit in a circle.

Leader: I went to the store to buy(milk or any other food)

1st child: I went to the store to buyand (add the name of another food.)

2nd child: I went to the store to buy ,

1 and

Thelame continues until everyone has had an opportunity toname the foods in order and add the name of another food.When someone misses and cannot name the foods in order, thegame starts again with that child starting the firstsentence, This gives children with limited recall an oppor-tunity to name less foods and everyone can become the leader.

Children sileader tonfollowing w

La gal

OahPuso u

(vioz1-0Puso u

( VP2io Z

Puso c

(5Puso 0

The child wunder his aall chant t

Dormir

The hand gacontinue unchildren toagainst theare thewsthe leader

ndians")

with a leader. Theor an aide. The leader

buy .

to buynother food.)to buy

had an opportunity toame of another food.he foods in order, therting the firstinvited recall an oppor-

e can become the leader.

Counting Game

Children sit in a circle with fists touching the floor. Theleader touches each little hand in the circle and says thefollowing words:

La gallina impujadajCeth /re-n*(p00-p c3b-ha- AO)

Puso un puny° en el arado;) (et -eh'-voll) (ahr-4h=doh)

Puso uno, puso dos, puso tres, puso metro,(rrYoz-'01.1)

Puso cinco, puso seis,pupo siete,5c7e,ni- Koh) CS e_e z.) (5e-e_eW-1-el-)

Puso ocho; TAPA CO MO!

Cfah = pa hXKobThe child whose hand was touched last, places that folded handunder his armpit. The children move in a rocking motion andall chant together:

Dormir, dormir; zapato, huarache, botn.

The hand game (La gallina pupujada, etc.) and "dormir" chantcontinue until all little hands are under the armpits. Thechildren test the warmth of their hands by putting themagainst their cheeks. The leader decides which child's handsare the warmest. That child with the warmest hands becomesthe leader and the game is repeated.

173

174

Games for Perc tual Devel ment Unit

1. Bean Bag Play

Use bean bags of different sizes,weights, colors, and textures.

Have child toss bean bag into basketplaced in front of him at 3-4 feet.

Have child vary distance by movingback and then closer to the basket.

Have child vary position by standingon a book, the walking board, balance

board, etc.

Have child hold one of the other beanbags in the non-dominant hand and seehow child's proficiency varies.

Use chalk targets on floor ofdifferent geometric designs.

2. Giant Step Game

Teacher calls out commands:

"2 giant steps forward.""3 giant steps backward.""1 giant step sideways."

3. Jumping Game

This is a series of quarter turn jumpsinvolving directional reorientationof bodies.

Teacher calls out directional crequiring quarter jumps until bac

in place.

Repeat with half jumps and full t

jumps.

4. Simon Says

5. Did You Ever See a Lassie

6. Teddy Bear

7. Hokey-Pokey

(Right and left concepts are not

emphasized)Put your little hand in,Take your little hand out,Put your little hand in,And you shake it all about,

You do the Hokey PokeyAnd you turn yourself around,That's what it's all about.

(Repeat for feet, head, and

whole self)

8. May

9. Bumps-A-Daisy

Children line up side by side wit

bodies touching; teacher callschildren's names, starting with (child; as each name is called, cishifts weight by pushing out hip

holds: vary by changing tempo;

repeat in opposite direction.

Teacher calls out directional commandsrequiring quarter jumps until back

in place.

Repeat with half jumps and full turn

jumps.

4. Simon Says

5. Did You Ever See a Lassie

6. Teddy Bear

7. Hokey-Pokey

(Right and left concepts are not

emphasized)Put your little hand in,Take your little hand out,Put your little hand in,And you shake it all about,You do the Hokey PokeyAnd you turn yourself around,That's what it's all about.

(Repeat for feet, head, and

whole self)

8. May I

9. Bumps-A-Daisy

Children line up side by side withbodies touching; teacher callschildren's names, starting with end

child; as each name is called, child

shifts weight by pushing out hip and

holds: vary by changing tempo;

repeat in opposite direction.

10. Caterpillar Game

Teacher tells children caterpillar is

crawling over her hand, wrist, arm,elbow, shoulder, wriggling each part

independently as named. Repeat with

toes, foot, ankle, leg, knee, on same

side of body. Repeat with other side

of body. Next, ask one child to be the

leader while the others imitate.

11. Statue

The teacher plays music--children move

around. When music stops, they freeze

in position.

12. Mirror Game

Teacher should demonstrate first with

another child. Children face partner,

looking into eyes at all times. One

is the leader and slowly initiates move-ments with different parts of body which

other child imitates simultaneously.

Encourage children to use

. up and dawn movements

. lateral movements

. balancing on one foot

. asymmetrical positions

. turning around. move together as one person

SUPPLEMENTLRY MATERIALS

Filmstrips:

Skimpy and a Good Breakfast F-1317 Policeman

Keeping Neat and Clean F-1063 Fireman a

Keeping Ourselves Healthy F-1096 The Fire

Strong Teeth F-248 The Mai

Safety at Home F-1095 Workers f

Safety at School F-1093 Let's Visi

Safety on the Playground F-1094 Roadbuilde

Safety in the Summer F-1099 Signs, Sha

Safety to and from School F-1092 On the F.

Roy's Toys F-1630 Our Poultr

Toy Day in School F-1740 Milk . . i

New Classmate F-1923 Spring in

Good Helpers (Home and Neighborhood) F-1919 Summer in (

Johnny Goes to the Store F-1921 Fall in Col

Visit to a Pet Store F-1739 Winter in (

Visit to the Park F-1738 Animal Bab

A Trip to the Beach F-1964 Animals of

The Picnic (Conduct and Behavior) F-599 Ann Visits

Shopping (Conduct and Behavior) F-59/ The .hildr

175

SUPPLEMENTARY MATERIALS

F-1317

F-1063

F-1096

F-248

F-1095

Policeman at Work

Fireman at Work

The Fire House

The Mailman 1

Workers for Health

F-1114

F-1117'

F-1116

F-2106

F-1118

F-1093 Let's Visit the Dentist F-2616

F-1094 Roadbuilders at Work F-1255

F-1099 Signs, Shapes and Stories F-1713

F-1092 On the Farm F-773

F-1630 Our Poultry Farm F-1031

F-1740 Milk F-1052

F-1923 Spring in Country and Town F-1234

F-1919 Summer in Country and Town F-1235

F-1921 Fall in Country and Town F-1232

F-1739 Winter in Country and Town F-1233

F-1738 Animal Babies F-1350

F-1964 Animals of the Poni F-300

F-599- Ann Visits the Zoo F-299

. . F-597 The Children's Zoo F-602

176


Filmstrips (continued):

The Circus Gets Ready F-600

The Lazy Bear Cub F-680

Birds Grow F-676

Trees Grow F-673

Billy Goats Gruff F-357

Chicken Little F-376

The Gingerbread Boy F-365

Jack and the Beanstalk F-350

Lazy Jack F-351

Little Black Sambo F-373

Little Red Hen F-362

Peter Rabbit F-353

Red Riding Hood F-343

The Three Bears F-374

The Three Little Pigs F-375

Mother Goose Rhymes F-1022

Bea Baa Black Sheep F-1729

Ding Dong Bell F-1728

Funny Litt

Jack and J.

Mary Had a

8mm Si C

Caterp

Hhrmful.

Helpful I

Little Ani

Aquarium C

Goldfish E

Tidepool Li


F-600 Funny Little Man on the Wall F-1684

F-680 Jack and Jill F-1725

F-676 Mary Had a Little Lamb F-1724

F-673 8mm Single Concept Films:

IP F-357 Caterpillar to Moth SCF-78

F-376 Harmful Insects SCF-8l

. F-365 Helpful Insects SCF-80

F-350 Little Animals SCF-89

. F-351 Aquarium Case SCF-90

4 F-373 Goldfish Eggs Hatching 5CF-91

F-362 Tidepool Life SCF-88

F-353

F-343

F-374

. . F-375

F-1022

F-1729

. . . F-1728

SUPPLIMENTARY MATERIALS

Sound Filmstrips:

Getting Along with the Family SF-178 Walt

Learning to Make Friends SF-179 Th

On the Farm - At the Circus SF-341 Th

Sights and Sounds at the Circus SF-534 DoAn

In the House at Christmas SF-343A

Mary's Easter Lambs SF-84Let

Mrs. Hen's Easter Surprise sr-85Lt

Andy and the Lion - The Biggest Bear - Cap for Bal.:Little Toot SF-299 Th

Over in the Meadow - The Fox Went Out on a Chilly Th(

Night - Three Blind Mice - I Know an Old Lady . . . SF-302

The Tortoise and the Hare - The Magic Pot SF-480 Child

Little Sambo - The Cat Who Lost His Tail SF-146 (See

The Story of Little Red Riding Hood SF,-.120

The Story of Puss in Boots SF-123

Hansel and Gretel - Little Red Hen SF-145

177SUPPLEMENTARY MATERIALS

SF-178 Walt Disney:

SF-179 The Brave Engineer - The Chicken in the Rough . . SF-140

SF-341 The Country Cousin - The Golden Touch SF-143

SF-534 Donald's Apple Orchard - The Grasshopper and theAnts SF-142

SF -343

A Ducky Decision - Pluto's Fledgling SF-139SF-84

Lend a Paw - Bootle Beetle SF-144SF-85

Little Hiawatha - The Ugly Duckling SF-138

SF-299 The Tortoise and the Hare - R'Coon Dawg SF-137

The Wise Little Hen - Jiminy Cricket in Dutch SF-141SF-302

SF-480 Children's Songs of Mexico SF-225

SF-146 (See the AV catalog for new SF in Spanish)

SF -120

SF-123

SF-145

Check In


Color Code


Test I:

Green

Test II:

Blue

KINDERGARTEN FOR FOUR-YEAR-OLD CHILDREN

Test III:

Purple

Pupil Inventory of Skills

Pupil's Name

Teacher

School

Date: Test t

Test II

Test III__,___

Indicate in test scoring E if performed in English

S if performed in Spanish

Skills

Pre-

Mid-Year

Post

Test I

Test II

Test III

I.

Motor Skills

1.

Participates vigorously in outside play

2.

Standing broad jump

3.

Running broad jump

4.

Jumps from 12 inch height

5.

Balances on one foot

6.

Walks'on balancing beam

7.

Climbs steps with alternate feet

8.

Climbs jungle gym

9.

Is learning to skip

10.

Pedals tricycle

11.

Bounces and catches large ball

12.

Throws and catches large ball

13.

Places blocks horizontally on floor

14.

Stacks blocks, vertically

15.

Creates recognizable structure with blocks

16.

Shows interest in woodworki

materials

17.

Attempts to use hammer in woodworking_ center

18.

Pounds and rolls clay

4.

Jumps from 12 inch height

..

5.

Balances on one foot

6.

Walks on balancing beam

7.

Climbs steps with alternate feet

8.

Climbs jungle gym

9.

Is learning to skip

10.

Pedals tricycle

11.

Bounces and catches large ball

12.

Throws and catches large ball

13.

Places blocks horizontally on floor

14.

Stacks blocks vertically

15.

Creates recognizable structure with blocks

,

16.

Shows interest in woodworking materials

17.

Attempts to use hammer

in woodworking center

18.

Pounds and rolls clay

19.

Forms crude objects with clay

20.

Futs puzzles of at least five pieces together

21.

Places peggs on pegboard indiscriminately

22.

Places pegs on pegboard forming a disign

.

23.

Holds scissors correctly

24.

Cuts and pastes

25.

Produces unidentifiable art work

26.

Identifies objects produced

27.

Participates in finger plays

-

28.

Eats with spoon

.

29.

Holds cup with one hand

30.

Puts coat on hanger or hook

31.

Goes to toilet without help with clothing

r ,

,

32.

Flushes toilet

33.

Buttons buttons

34.

Zips sippers

35.

Laces shoes

Perceptual Abilities

1.

Is curious and eager to learn

2.

Is interested in environment

3.

Utilizes multi-sensory factors in learning:

seeingt hearing, tasting,_ touching, smelling

4.

Identifies familiar sounds: people talking

or walking, transportation noises

5.

Recognises differences in size and shape of

concrete objects: big, little, long, short,

square, round

6.

Is able to categorize objects by weight:

heavy, light

.

u.._

IV.

-2-

Pre-

Mid-Year

Post

.

Is able to categorize objects by height:

tall?, short

1

8.

Identifies primary colors (red, yellow, blue)

_..

9.

Looks at books from front to back

1:...

Looks at books from top to bottom

Social-Emotional Growth

1.

Responds to his own name

2.

Leaves mother after one good-by

3.

Engages in conversation with other children

4.

Engages in conversation with adults

5. Wogs play

6.

Plays alone

7.

Plays with one or more peers

8.

Works or plays without undue supervision

9.

Accepts classroom routines

10.

Is cooperative in classroom activities

11.

Is willing to take turns and share

12.

Demonstrates respect for rights of others

13.

Replaces material used

14.

Rests quietly

15.

Sits and listens to stories for at least

five minutes

16.

Maintains self control

17.

Follows simple directions

18.

Is not overly shy or withdrawn

1

.19.

Takes care of personal possessions

.

20.

Respects other people's property

21.

Is confident of his own abilities

Creative Ventures

1.

Reacts to musical rhythm

2.

Sings alone

3.

Sings songs of at least two phrases

4.

Manipulates and experiments with instruments

5.

Creates self-stylized art projects

6.

Pretends dolls ar

TU11711-ZUMETItive in classroom-actrv-ILLea

11.

Is willing to take turns and share

12.

Demonstrates respect for rights of others

13.

Replaces material used

14.

Rests quietly

15.

Sits and listens to stories for at least

five minutes

16.

Maintains self control

17.

Follows simple directions

18.

Is not overly shy or withdrawn

19.

Takes care of personal possessions

20.

Respects other people's property

21.

Is confident of his own abilities

Creative Ventures

pr

1.

Reacts to musical rhythm

2.

Sings alone

3.

Sings songs of at least two _phrases

4.

Manipulates and experiments with instruments

5.

Creates self stylised art projects

6.

Pretends dolls are real _persons

7.

Role-plays in housekeeping center

8.

Role-plays adult occupations: firemen,

doctor, teacher, nurse

9.

Forms creative designs with beads on strings

or pegs on pegboard

"ErWite."--isn creating extended projects

with blocks or on sand table

Concept Development

1.

Count b

rote 1-5

2.

Has conce.t of numbers 1-5

3.

Has concept of

first

and

last

in rela-

tion to classroom activities

4.

Uses ordinal numbers through third

5.

Has concept of "oneness" and "twoness

in

relation to .arts of bod

6.

Identifies pieces of money: penny, nickel,

dime

7.

Is developing a concept of the value of

money

8.

Demonstrates a concept of time: morning,

night, today, tomorrow

-3-

Skills

Pre-

Mid-Year

Test 1

Test II

Post

Test III

9,

Recognises circle, square

10,

Has concept of.speed: fast, slow,

11.

Rdjutte-bOdiiydloweeehts to accompaniment

of regular beat which.luwolves contrasts

(slow, fast, light, heavy)

22,

uses personal,, pronouns

13.

WIW

Icorrect -prepositions to denote place

or position on, in, under, behind

14.

Repeats nursery rhymes

,

15.

Is gaining knowledge that

type of clothing

worn is determined by weather and appropri-

ateness

.

_

16.

Realizes that different stores sell

different products

17.

Demonstrates, simple health and safety

practices.

,

BIBLIOGRAPHY

Alschuler, Rose H. Two to Six. New York City:William Morrow and Company, l947.

MontMa

Beyer, Evelyn. Teaching Young Children. New York City: MoorWestern Publishing Company, 1968. Th

Bott, R., et al. The Teaching of Young Children. MorriNew York City: Shocken Books, 1970. N

Christianson, Helen M. The Nursery School. Boston: MueHoughton Mifflin Company, 1961. Mc

Cohen, Dorothy H. and Rudolph, Margarita. Kindergarten: NatioA Year of Learning. New York City: Meredith Te:Publishing Company, 1964. Ass

Gesue, Arnold. The First Five Years of Life. New York RadleCity: Harper & Row, Publishers, 1940. Har

Elhart, Walter, et al. Growing With Music. Englewood Read,Cliffs, New Jersey: Prentice-Hall, 1963. Pen

Gagne, Robert M. The Conditions of Learning. New York RileyCity: Holt Publishing Company, 1965. Pub

Garled, Georgia E., and Olson, Lynn Freeman. Songs of Robin5,

Our Small World. Minneapolis; Minnesota: Schmitt NewMusic Center, Inc., 1968. 196

Gray, Susan. Before First Grade. New York City: RudolTeachers College Press, 1966. New

Hymes, James L. Teaching the Child Under Six. Columbus, SteOhio: Charles E. Merrill Publishing Company, 1968.

11121

Lambert, Hazel M. Teaching the Kindergarten Child. New York Todd,1City: Harcourt, Brace and World, Inc., 1958. Sch<

Landreth, Catherine. Early Childhood: Behavior and WeberLearning. New York City: Alfred A. Knopf, Inc., 1967. Co]..

Leeper, Sara H. 52G2IEtEgAllaryn1412.126M. WidmerNew York City: Macmillan Company, 1 . at

Text

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York City:

en.

Boston:

ndergarten:th

New York

Englewood

New York

Songs of

Schmitt

ity:

Columbus,

y, 1968.

Child. New York8.

for andInc., 1967.

en.

Montessori, Maria. The Discovery of the Child. Adyar,

Madras 20, India: Kalakshetra Publications, 1962.

Moore, Vardine. Preschool Story Hour. New York City:

The Scarecrow Press, Inc., 1966.

Morrison, Ida E. Kindergarten - Primary Education.New York City: Ronald Press Company, 1961.

Mueller, Philippe. The Tasks of Childhood. New York City:

McGraw-Hill Book Company, 1969.

National Education Association. Conference Time for

Teachers and Parents. National School Public RelationsAssociation, Washington, D. C., 1961..

Radler, Don H. Success Through Play. New York City:

Harper and Row Publishing Company, 1960.

Read, Katherine H. The Nursery School. Philadelphia,

Pennsylvania: W. B. Sanders Book Company, 1966.

Riley, Clara. Head Start in Action. New York City: Parker

Publishing Company, 1967.

Robinson, Helen F. New Directions in the Kindergarten.

New York City: Teachers College Press, Columbia Universit::,

1965.

'Rudolph, Marguerita. Living and Learning in Nursery School.

New York City: Harper and Row, Publishers, 1954.

Stegman, William H., and Wills, Clarice. Living in the

Kindergarten. Chicago: Follett Publishing Company, 1960.

Todd, Vivian E., and Heffernan, Helen. The Years Before

School. New York City: The Macmillan Company, 1964.

Weber, Evelun. The Kindergarten. New York City: Teachers

College Press, 1969.

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181

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