Research Best Practices Instrumental Language and ICT Resources

Content and Language Integrated Learning

RESEARCH BEST PRACTICES

INSTRUMENTAL LANGUAGE AND ICT RESOURCES

FOR

CONTENT AND INTEGRATED LANGUAGE LEARNING

An Educational Proposal by Luisa Palanca

CONTENT Self-knowledge area

LEVEL Preschool

Research Best Practices CLIL and ICT Group http://www.uv.es/clil University of Valencia Copyleft, 2016 – Luisa Palanca

We move our body

Content

BASIC DESCRIPTORS ............................................................................................................... i UNIT DESCRIPTORS ......................................................................................................................... i LESSON DESCRIPTORS .................................................................................................................... i

ABSTRACT ................................................................................................................................ ii

CONTENT ................................................................................................................................... 1

GLOSSARY (A – Z) .................................................................................................................... 3

INDEX .......................................................................................................................................... 8

APPENDIXES ............................................................................................................................. 2 APPENDIX 1 ....................................................................................................................................... 2 APPENDIX 2 ....................................................................................................................................... 2 APPENDIX 3 ....................................................................................................................................... 3 APPENDIX 4 ....................................................................................................................................... 4

ASSESSMENT............................................................................................................................. 6

SELF-ASSESSMENT............................................................................................................... 11

DOUBLE BLIND PEER REVIEW ........................................................................................ 12 FIRST REVIEWER ...........................................................................................................................12 SECOND REVIEWER .......................................................................................................................12

BASIC DESCRIPTORS

UNIT DESCRIPTORS Educational Level(s) Preschool Area(s) Self-knowledge Unit(s) 1 We move our body Number of Lesson(s) 8 Story tale of Pinocchio.

Workshop making Pinocchio Pinocchio theatre The Pinocchio Song A trip to Pinocchio country Pastry workshop Mural Pinocchio Pinocchio film

STUDENT LEARNING OUTCOMES (4CS FRAMEWORK) Content Winter’s fruits.

Basic steps to cook (wash hand, make pastry following the recipe, clean everything).

Story tale. Rhythm and music. Creativity and artistic workshop.

Cognition Vocabulary related to the story tale. Vocabulary related to winter’s characteristics. Vocabulary related to the body. Speaking; use of the correct types of sentences while

talking in relation of what is demanded by the context (exclamation, interrogation).

Culture The different spaces of the classroom: common and own.

Exploration of the immediate environment: the classroom and the Centre.

Experimentation of new relations with the partners. Generation of positive values positive.

Communication Language for the Topic AND for Interaction CONTENT

OF (WHAT) Interaction with the equals and the teacher

(exclamations, questions). META-COGNITION & GRAMMAR SYSTEM

FOR (HOW TO)

Demand of explanation (how, why). Use of the different materials of l' classroom.

COGNITION

THROUGH (WHY) Demand of explanation (how, why).

KEY COMPETENCES (KNOWLEDGE, SKILLS AND ATTITUDES) FOR LIFELONG LEARNING (EU ACT) 01 Communication in the mother tongue 02 Communication in foreign languages 03 Mathematical competence and basic competences in science and technology 04 Digital competence 05 Learning to learn

06 Social and civic competences 07 Sense of initiative and entrepreneurship 08 Cultural awareness and expression

TEACHING OBJECTIVES

To know your own body and the others, as well as their chances of action. Learn to respect differences.

To observe and explore its family, nature and social environment To acquire progressively autonomy in their day to day routines. To develop their affective capabilities. To connect with the others and purchase guidelines of coexistence and social

relationship as well as practice the peaceful resolution of conflicts. To develop skills communication in different languages. To initiate in the skills logic mathematic, in the reading-writing and in the

movement, the gesture and the rhythm.

ASSESSMENT CRITERIA HETERO Good predisposition to hear the Pinocchio story tale INITIAL We will start with an motivational activity form them CONTINUOUS During the lesson we will do different activities focus on

different aspects of our body; taste, movement, vision and creativity.

FINAL We will watch the Pinocchio film SELF-ASSESSMENT We will check that the student has developed capabilities for:

1. Naming and recognize the different parts of your body. 2. Use its possibilities by interacting with the environment. 3. Recognize the qualities physical basic of those objects. 4 Appreciate the different cultural manifestations with the environment.

MATERIALS PRIMARY Pinocchio story tale

Pinocchio film Murals to draw and paintings

Cardboards Pinocchio songs

SECONDARY Film, song, draws of Pinocchio, varied stationery material (wax, papers, scissors, glue, cardboards, winter’ fruits

OTHERS Videos, computer, printer, canon, camera RESOURCES

PRIMARY Concrete areas psychomotor skills (balls, strings), music (instruments, CDs...), plastic (brushes, paints, etc.), mathematics (puzzle, dominos...), language (stories, blades)

SECONDARY Recycled material OTHERS Videos, computer, printer, canon, camera

FINAL TASK(S)

WATCH PINOCCHIO FILM

LESSON DESCRIPTORS

Unit 1 We move our body Lesson 2 Workshop making Pinocchio

LEARNING OUTCOMES (4CS FRAMEWORK) Content Parts of the body.

Story Pinocchio To discover, know and control the own body and keep it

in a healthy state. To develop general mobility. Be able to use the sensitive and perceptive capabilities to

explore the environment and objects. Communication To develop communication skills in different languages.

Past simple Future Present simple VOCABULARY: Parts of the body, senses (hear, feel, look,

touch, flavours). LANGUAGE FOR INTERACTION: ‘’Let’s see’’, ‘’Please

work in pairs’’, ‘’It’s my turn to say something’’. Cognition To initiate in the mathematic logic skills, in the reading-

writing and in the movement, the gesture and the rhythm.

Identify Draw compare Participate

Culture Use our body to understand the environment and participate on it.

Interaction with the equals. Possibilities your body gives you to know the surrender.

INTRODUCTION After having worked with the Pinocchio story tale we will start to ‘’assemble’’ one puppet Pinocchio for each one, as if we were carpenters!

ACTIVITIES REVISION We will reconstruct/refresh the story tale and show

different pictures of the book to make it clear. WARM UP

ACTIVITIES We can reconstruct the story in different episodes asking

them ‘’what happens at the beginning? ¿and after that? And after? And what happens at the end?’’

MAIN ACTIVITIES Paint/ cut Pinocchio. WANT TO KNOW Parts of the body. REINFORCEMENT Conversation between them with the toy saying the

parts of the body. Make a video. ASSESSMENT

HETERO Show them the toy finally constructed to see the example before start.

INITIAL Motivate them to do it. CONTINUOUS Walk around the tables and help them. FINAL Play with the toy in groups. SELF-ASSESSMENT There are going to be three evaluations. Regarding to the group-

class will be two general evaluations; one at the beginning and one at the end of the course, with the correspondent semester’s evaluations. Moreover it’s important to remark the self-evaluation of the professional and his/her methodology.

REFLECTIONS Constantly individually and group revision/feedback/guide to the kids

MATERIALS PRIMARY Film, song, draws of Pinocchio, varied stationery material (wax,

papers, scissors, glue, cardboards, winter’ fruits SECONDARY Recycled material OTHERS MATERIAL RELATED TO THE TOPIC THAT THE KIDS CAN BRING TO CLASS.

RESOURCES PRIMARY Videos, books, internet SECONDARY Books, internet OTHERS Videos, computer, printer, canon, camera

Cross Curricular Learning Unit(s) Values Education.

Special Needs Attention. Emotional Education. Alternative thinking.

Observations This lesson will be flexible on the demands/curiosity of the group-class. After the main concepts and activities, the unit could be extended, for example creating an alternative end (to the film/book) which will help to work on the alternative thinking. This is a necessary tool to develop in the firsts stages of education.

ABSTRACT To maintain the motivation during the course in a 5 years old classroom of in school is not easy. They face strong changes and new day to day routines. Education shouldn’t just focuses on the cognition of the students, since as complete people our behaviour is being influenced by different aspects (social, emotional, physical, and creative, etc.). To guide the students to fully development and help them to create an image of themselves real and positive, we must focus our efforts in creating varied learning situations not only related to the intellectual quotient, but also related to the self-knowledge. The DIDACTIC UNIT (structured in eight lessons where we will be focused on one) will be the point of support to make us move into the children’s world. Through the analyse of the situation, the selection of objectives and the design of the activities and resources needed, as well as the collaboration with their families, it will be possible to guide our student to successful development. The approach that I propose part takes into account, in first place, the general features of all the children’s classroom. So the Didactic Unit ‘’ We move our body’’ will be organised in eight lessons in a lineal structure, that is, at the end of the Didactic Unit starts the next one. The scheme is conceived however, with a high flexibility, it could be varied by the unexpected that can affect a scholar institution.

Research Best Practices Dr. Jose Saiz Molina

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CONTENT

The general development characteristics of these ages are: the large assimilation and imitation capacity. On cognitive level therefore, begin to develop mental representations. On mobility level, their capacity of coordination and equilibrium improves significantly, and starts the development of the perceptive capabilities. The fine motor skills are better dominated. On the other hand, on social level, starts a strong change with the numerous interactions among the equals, will be shown as well, the awareness of belonging to a group. Finally, on linguistic level, they are developing linguistic structures and expanding the vocabulary. The set of cultural forms and selected concepts will act as means for reaching the established goals. Therefore, it will be the considered necessary objects of the teaching-learning process for the student integral development. So it is going to be the integration of the skills, procedures, habits, attitudes and values, standards and critical knowledge, principles and concepts, necessary for the autonomous development of the kid. The three main themes are:

Knowledge of himself/herself and personal autonomy, where will be developed the following content: the body, the image of themselves, the personal knowledge and the health and welfare habits.

The physical, natural, social and cultural environment: the people in their social and cultural context, the nature, the living beings, basic numeration.

Languages: communication and representation, we will work the language as a learning tool, written language approaching, the potential of the oral language, the artistic expression, the musical expression and body language.

The methodology that it will be used in this unit and its eight lessons is based in promote the relationship in the classroom, connect the individual rhythms, develop a comprehensive memory, acting as mediator of the teaching-learning process and the collaboration with the families. The didactic approach will promote the interrelationship of the different areas, since the reality is conceived in a contextual way. Justification of the didactic unit

The activities should assume a motivating challenge that stimulates the student by using all the materials, spaces and resources founded and of course, attending the basic safety standards. We understand the teaching unit as unit of schedules that is structured around a centre of interest. For the activities we will have to take into account the capabilities, interests, motivations and needs of the students, but in addition, they must be: significant,

individualized, varied, participatory, constructivist, versatile, motivating and co-educative. The activities that we carry out in the unit 2 ‘’Workshop making Pinocchio’’ of the global unit ‘’we move our body’’ are:

We will reconstruct/refresh the story tale and show different pictures of the book to make it clear

We can reconstruct the story in different episodes asking them ‘’what happens at the beginning? ¿and after that? And after? And what happens at the end?’’

Paint/ cut Pinocchio. Parts of the body. Conversation between them with the toy saying the parts of the body.

The knowledge that the child will acquire on your own body is basic for the development of their personality. The body is a basic toll of relationships with the surroundings. We will focus on the sensory and perceptive capabilities of the body, due to the importance that they have in this stage, and on the physical properties of the objects. Methodology

To work on this unit ’’we move our body’’ we will start with the popular Pinocchio story tale. After that will come all the rest of the units, eight in total. The one we are focused is number 2 ‘’Workshop making Pinocchio’’ where we start reconstructing the tale. We will work the direct experimentation on the different aspects of the body and the senses, we will seek the meaningful internalization of learning with the aim of creating healthy habits and early conceptualizations of the study object, expressing through the different languages they are learning. Evaluation

Following it will be found the evaluation on general terms, for more information, please find the attached assessment. 1. Name and recognize the different parts of your body. 2. Use their possibilities by interacting with the environment. 3. Recognize physical basic qualities of those objects. 4. Assess the different cultural manifestations of the environment. Sequence of activities

To carry out the different activities will be necessary a coherent sequence by beginning with a motivation activity (tale of Pinocchio), after that we will work with Specific activities (reconstruct the story), we will continue with development activities (Pinocchio comes to life!), after that we are going to finish with the expand/reinforcement activities (Gepetto and Pinocchio song).

Research Best Practices Dr. Jose Saiz Molina

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GLOSSARY (A – Z)

A Aim /eIm/ Transitive verb 1. To point carefully (usually a weapon), with the intention of hitting a target. 2. To position. 3. To direct, as a remark or criticism. Intransitive verb 1. To strive toward a particular goal (often followed by an infinitive or "at"). 2. To intend. 3. To set a desired course or direction. Noun 1. The act of aiming. 2. Intention; purpose. Attitude (attitudes) /ae tih tud / Noun 1. A feeling or mental state in regard to something or someone. 2. Position of the body. Autonomy /aw ta nə mi/ Noun 1. Freedom and independence; self-governance. 2. A group or state that is free, independent, and self-governing.

C Capability (capabilities) /keI pə bI lih ti / Noun 1. The characteristic of being qualified or able; capacity. 2. The potential to manifest certain abilities. 3. The capacity to be used or treated in a particular way. Challenge /chae lihnj / Noun 1. A provocative or stimulating invitation to enter into a battle or other contest of skill. 2. An interesting or difficult problem or task.

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3. A calling into question; demand for justification. Transitive verb 1. To invite, especially in a provocative manner, to enter into a battle or other contest of skill. 2. To bring into question; take exception to. 3. To stimulate; arouse. Intransitive verb 1 To make or issue a challenge.

Cognition (cognitive) /kag nI shən/ /kag nə tihv / Noun 1. The mental acts or processes by which knowledge is acquired or processed. 2. The result of this process. Adjective 1. Of, pertaining to, or involving the use of the mind for acquiring knowledge

and processing thought. Comprehensive Adjective /kam prə hen sihv / 1. Wide or all-inclusive in range or scope. 2. Of an examination, covering an entire field or program of study and qualifying one for a particular degree or rank. Noun (Often plural) an examination covering an entire field or a whole academic year of study. Concept (concepts) Noun kan sept 1. A distinct, novel idea that has been arrived at through consideration. 2. A personal or generally-held way of conceiving something; idea; notion.

D Development /dih ve ləp mənt / Noun 1. The process of developing or bringing to a completed state. 2. The state of being developed. 3. An event or happening of consequence. 4. A group of houses or other structures, usually built by the same person or company.

E Emotional /ih mo shə nəl /

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Adjective 1. Of or relating to the feelings. 2. Easily roused to subjective response; tending to experience emotion. 3. Given to expressing or displaying emotion. 4. Capable of stirring emotions, or tending to stir emotions.

H Habit (habits) /hae biht / Noun 1. An act performed regularly; routine. 2. A fixed, repeated, often involuntary behaviour; compulsion; addiction. 3. Custom, practice, or convention. 4. Clothes worn for a specific function or role. Transitive verb To attire; clothe.

I Interrelate (interrelationship) /In tər rih leIt / Transitive verb & intransitive verb To place in or come into a shared, mutual, or reciprocal relationship.

M Mediate (mediator) /mi di eIt / Transitive verb 1. To act as an intermediary in (a dispute) or bring about (an agreement). 2. To act as an agent or means of bringing about, transmitting, or conveying. Intransitive verb /mi di eIt / 1. To act as an intermediary, as between contending parties. 2. To occupy a position in the middle. Adjective /mi di iht / Involving or effecting by means of an intermediary; not direct. Methodology /me thə da lə ji / Noun 1. A body of procedures, principles, and rules used for a specific activity or branch of knowledge. 2. The study of the organization of the sciences and the methods of scientific inquiry.

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Motivation Noun /mo tə veI shən / 1. The act or process of motivating. 2. The enthusiasm or desire to do something that comes from being motivated. 3. Something that motivates; inducement; inspiration.

P Procedure (procedures) /prə si jər / noun 1. A way or act of proceeding. 2. A series of actions, usually carried out in a set order, established or required for the accomplishment of a particular goal; course of action. 3. An official or fixed course of action in business, law, or legislation.

R Reconstruct /ri kən struhkt / Transitive verb 1. To make over or construct again. 2. To make over in the mind or as a function of memory. Rhythm /rI thəm / Noun 1. Movement marked by the regular repetition of accent, beat, or the like. 2. A particular type of such movement. 3. The regular repetition of a biological function, such as the beat of the heart. 4. A pattern of events or of a temporal process. 5. In the visual arts, a uniform pattern resulting from the recurrence of colours, lines, or shapes.

S Skill (skills) /skIl / Noun 1. The ability to perform a task or tasks well, especially because of training or experience. 2. A craft or trade that requires training and attention to detail. Self-knowledge /self na lij / Noun

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Understanding or knowledge of the nature, strengths, and shortcomings of one's character.

Research Best Practices Dr. Jose Saiz Molina

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INDEX

A

aim ............................................................................ 2 Alternative thinking................................................... ii attitudes .................................................................... 1 autonomy .................................................................. ii

C

capabilities ................................................................ 2

Ch

challenge ................................................................... 1

C

co-educative .............................................................. 2 cognitive level ........................................................... 1 comprehensive memory ........................................... 1 concepts .................................................................... 1 constructivist ............................................................. 2

E

Emotional Education ................................................. ii

F

fully development ..................................................... ii

H

habits ........................................................................ 1

M

mathematic logic skills ............................................. iii mediator ................................................................... 1

methodology ............................................................. 1 mobility level ............................................................. 1 motivation ................................................................. ii

N

nterrelationship ........................................................ 1

O

on linguistic level....................................................... 1

P

perceptive capabilities ............................................. iii procedures, ............................................................... 1 psychomotor skills .................................................... ii

R

reconstruct ............................................................... iii rhythm. .................................................................... iii

S

Self-knowledge........................................................... i social level ................................................................. 1 Special Needs Attention ............................................ ii

T

teaching-learning process ......................................... 1

V

values ........................................................................ 1 Values Education ....................................................... ii varied learning situations .......................................... ii

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APPENDIXES

APPENDIX 1

Pinocchio puppet

APPENDIX 2

Pinocchio video

https://youtu.be/EHej3cy7-_I

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APPENDIX 3 TAKEN FROM http://www.smallkidshomework.com/pinocchio/

Pinocchio story tale Geppetto was a carpenter who made wooden toys for the children of his village. One day, he made a wooden puppet. As soon as he had finished, the puppet came alive and began to dance and sing. “Why, you are alive!” he said. “I said. I shall call you Pinocchio. You shall be the son I never had.” The next day, Geppetto said, “You must go to school.” “No, I won’t’ go!” said Pinocchio very rudely. Geppetto boxed his ears. A policeman passing by saw Geppetto boxing Pinocchio’s ears. He thought that Geppetto was going to hurt Pinocchio badly. So he marched him off to jail for the night. When Geppetto returned home, he sent Pinocchio to school. On the way back home, Pinocchio wandered here and there. He stopped to see a puppet show. He began dancing with the puppets. The puppet master gave Pinocchio five gold coins and said, “Give these to your father.” Then Pinocchio met a cunning cat and a shy fox. They told him if he planted the coins under a tree, he would get many more in the morning. So Pinocchio planted the coins and went to sleep under the tree. The cat and fox tied Pinocchio to the tree, took the coins and ran away. A kind fairy, dressed in blue, set Pinocchio free. Pinocchio began making up a story to tell the Blue fairy. Then a strange thing happened. Pinocchio’s nose began to grow longer and longer. The more he spoke, the longer it grew. “Stop!” said Pinocchio. “It won’t stop. Every time you tell a lie, your nose will grow longer,” said the Blue Fairy. “Please make it stop,” said Pinocchio. “I promise not to lie again.” The next day, on his way to school, Pinocchio met a boy who said, “Come away with me to Funland.” “In Funland every day is a holiday!” the boy said. “There are toys and games and sweets. And best of all, no lessons to learn!” So Pinocchio rushed off with the boy to Funland. He had lots of fun playing and eating. Suddenly, Pinocchio and the other boys found their ears growing longer. They were turning into donkeys! The wizard of Funland had cast a spell on them. As they wandered around, they came to a circus. The ringmaster made Pinocchio work for the circus. There, Pinocchio hurt his leg while doing tricks. The angry ringmaster threw him into the sea. In the water, the spell was broken. Pinocchio became a puppet once more. A whale that was swimming by opened its huge mouth and swallowed Pinocchio. In the Whale’s stomach, Pinocchio saw Geppetto in his boat. “I was looking for you when the whale swallowed me up. I am so glad to have found you!” he said. They hugged each other in delight. “I shall be a good boy from now on,” promised Pinocchio. When the whale was asleep, they crept out of its huge mouth and sailed home. When they reached home, Geppetto fell ill. Pinocchio fed him hot soup and

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looked after him. “I will go to school and work hard so that I can earn lots of money,” said Pinocchio. “You will never have to work again.” So Pinocchio studied hard in the school. Then one day a wonderful thing happened. The Blue Fairy appeared and said, “Pinocchio, you are brave and have a kind heart. You deserve to become a real boy.” So she turned him into a little boy. Geppetto and Pinocchio lived together happily.

APPENDIX 4

Pinocchio images

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ASSESSMENT As we’re in preschool and the students aren’t able to read, the teacher will read the questions. To show real pictures rather than images that represent real objects will help then to discriminate the objects ( or parts of the body in this case) on the real world. Please find above the questions. Which picture is an arm?

Which picture are legs?

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Which picture is an eye?

Which picture is a foot?

Which picture is a head?

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Which picture is an ear?

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Moreover professionals will do the evaluation following this interactive PDF (attached as well on the ‘’PDF’’ folder, ePortfolio) For further information regarding to the student evaluation, remind to consult the ‘’evaluation section’’ of this document. Growth motor skills

Built awareness about the amount of possibilities of the body. Yes No Sometimes

Use their experience and information to explore and develop physical skilss.

Yes No Sometimes

Bends over easily without falling. Yes No Sometimes

Fine motor skills Makes vertical, horizontal, circular strokes with pencil or crayon.

Yes No Sometimes

Screws and unscrews jar lids, nuts and bolts. Yes No Sometimes

Inserts pegs in peg board. Yes No Sometimes

Language Ability to use the correct interactional type of statement (interrogation, exclamation…)

Yes No Sometimes

Understands more complex sentences. Yes No

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Sometimes

Names and recognizes parts of the body. Yes No Sometimes

Cognitive Makes mechanical toys work.

Yes No Sometimes

Develop higher-order thinking skills such as problem-solving, predicting, analyzing, questioning, and justifying.

Yes No Sometimes

Plays make believe with dolls, animals and people. Yes No Sometimes

Social and emotional

Address challenges and cope with frustrations. Yes No Sometimes

Expresses a wide range of emotions. Yes No Sometimes

Demostrates growing confidence is being able to do things on their own.

Yes No Sometimes

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SELF-ASSESSMENT Clarifying global goals, teaching and learning outcomes The goals are clear and well structured. Content The structure from the unit is presented in a clear way to follow the lessons. Language/communication The language is going to be the key for communication. As it has been described before; the language is going to be for interaction: ‘’how, why, it’s your turn’’ Culture As a classical storytelling we will learn literature. Also we will work on the video and theatre. We will work the empathy as a group Activities The unit is built in a coherence sequence, so as individuals and as group-class is going to be easy to achieve the aims. Support learning Students will experiment different practical activities as to record and make a video, see a movie, to create their own Pinocchio, etc. Moreover it will be necessary to assess the students during along all lessons, giving a proper feed-back and becoming a guide for them. Assessment There’ll be a feed-back as a teacher, where we’ll take into account aspects as if there was enough time to achieve all the objectives, how the students have learnt, etc. So on the elaboration of future units is going to be necessary to modify the aspects that weren’t working with our friends. Reflection The students are sitting on groups, so there will be enough interaction among them

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DOUBLE BLIND PEER REVIEW

FIRST REVIEWER

SECOND REVIEWER

Research Best Practices University of Valencia http://www.uv.es/clil Copyleft 2016

Growth motor skil ls

Built awareness about the amount of possibi l ities of the body.

( Yes

( No

( Sometimes

Use their experience and information to explore and develop physical ski lss.

( Yes

( No

( Sometimes

Bends over easily without fal l ing.

( Yes

( No

( Sometimes

Fine motor skil ls

Makes vertical, horizontal, circular strokes with pencil or crayon.

( Yes

( No

( Sometimes

Screws and unscrews jar l ids, nuts and bolts.

( Yes

( No

( Sometimes

Inserts pegs in peg board.

( Yes

( No

( Sometimes

Language

Abil ity to use the correct interactional type of statement (interrogation, exclamation…)

( Yes

( No

( Sometimes

Understands more complex sentences.

( Yes

( No

( Sometimes

Names and recognizes parts of the body.

( Yes

( No

( Sometimes

Language

Abil ity to use the correct interactional type of statement (interrogation, exclamation…)

( Yes

( No

( Sometimes

Understands more complex sentences.

( Yes

( No

( Sometimes

Names and recognizes parts of the body.

( Yes

( No

( Sometimes

Cognitive

Makes mechanical toys work.

( Yes

( No

( Sometimes

Develop higher-order thinking skil ls such as problem-solving, predicting, analyzing,

questioning, and justifying.

( Yes

( No

( Sometimes

Plays make believe with dolls, animals and people.

( Yes

( No

( Sometimes

Social and emotional

Address challenges and cope with frustrations.

( Yes

( No

( Sometimes

Expresses a wide range of emotions.

( Yes

( No

( Sometimes

Demostrates growing confidence is being able to do things on their own.

( Yes

( No

( Sometimes