Acknowledgements - gapitc

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166 Children develop a positive self-image through relationships of mutual respect and trust. When parents and teachers tell the child that she is wonderful and competent, she develops feelings of self-worth and esteem. Practice using statements of encouragement instead of praise. Encouraging words, such as “I can see you worked hard on stacking those blocks so they don’t fall,” reinforce your child’s efforts. Statements of general praise like, “Good boy,” or “Super,” tend to suggest that your approval of your child depends on his successful performance. In the first few years of life, very young children will learn to trust or distrust their world. They will develop trust if adults meet their basic needs consistently, promptly, and lovingly. Children’s desire for cuddling and physical affection will depend upon their individual temperaments and family and cultural practices. Take your cues from your child. Make close, comforting contact available when she seeks it. Even if you do not say a word, you communicate your feelings about separating from your child. It is normal to experience some anxiety when your child is away from you. Work closely with your child’s teacher to help both you and your child successfully cope with separation.
Personal relationships with children Demonstrate beginning social skills with other children as they: • Play beside other children • Say “It’s mine,” when another child wants a toy they are playing with • Begin to take turns, with guidance from adults • Join a small group of children participating in an activity • Imitate other children Show sensitivity toward other children’s feelings as they: • • • Begin to use words to describe feelings Ask why another child is crying Comfort each other Begin to develop friendships with other children as they: • • • 2Two year olds Greet a playmate with enthusiasm Hug other children Begin to engage in pretend play with other children 167
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Copyright 2007 Bright from the Star
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Contents Acknowledgements..........
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v • • • • based on high qua
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v Learning Tips Throughout the Acti
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Gain control of head and body as th
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The Toy on the Hill Stack some firm
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Gain control of hands and fingers a
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Busy Fingers Make your own “crib
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10 Begin to help with feeding as th
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1 Just a Spoonful To help your infa
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1 Respond to verbal or physical sig
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1 Yucky Shoe! (for a younger infant
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18 Show attachment toward significa
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20 Where Did She Go? Place an infan
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22 Show awareness of other children
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24 Baby Drums When another child is
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26 Show beginning sense of self as
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28 Calendar of Pride! A Calendar of
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Standards: • Learning approaches
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Learning approaches for development
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Choose toys or find safe household
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38 Understands spoken words (recept
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40 Music to Follow Along Put on one
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42 Use motions and gestures to begi
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44 M K O II I T D N II S O N Playin
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46 Tips about Bilingual Development
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48 Foundations for reading Puppet S
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50 This Book is About . . . Choose
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52 Explore objects with different s
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54 Shapes and Sizes Give your infan
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56 Foundations for science Actively
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58 Awesome Outdoors Take your infan
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60 0 Infants Begin to recognize sig
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62 Just Like Home Use these strateg
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64 Gross motor skills Begin to cont
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66 Stocking Ball Basketball Make
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68 Control hands and fingers as the
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70 Grocery Helper When you go to th
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72 Help with feeding as they: •
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74 Dressing Up Create a box for you
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76 Your toddler may have a small an
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78 Health and safety skills Stop th
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80 Model safety rules and state the
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82 Build relationships with adults
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84 Little Ducklings Save a few slic
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86 Begin to relate to other childre
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88 A Drop in the Bucket When your c
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90 One year olds have short attenti
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92 Self-awareness Mirror Magic Sit
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94 Let your one year old begin to m
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96 Self-control Mad Molly Make a si
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98 Your toddler has strong feelings
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100 Self-expression Outdoor Art Act
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102 Display your child’s artwork
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104 Begin to show curiosity in the
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106 Baby Board Books Choose a quiet
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108
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110 Respond to spoken words as they
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112 Get Ready to Go Teach your chil
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114 Begin to express self freely an
Page 126 and 127: 116 Yes or No? Meals are good times
Page 128 and 129: 118 Tips About Bilingual Developmen
Page 130 and 131: 120 Foundations for reading Activit
Page 132 and 133: 122 Read to your child every day. S
Page 134 and 135: 124 Foundations for writing Activit
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Page 138 and 139: 128 Explore basic shapes as they:
Page 140 and 141: 130 Foundations for math Activities
Page 142 and 143: 132 Matching Caps Gather a few caps
Page 144 and 145: 134 Actively explore the environmen
Page 146 and 147: 136 Where is Enzo’s Nose? Sit wit
Page 148 and 149: 138 Give your one year old opportun
Page 150 and 151: 140 SAFE WITH ME Foundations for so
Page 152 and 153: 142 Children’s first relationship
Page 154 and 155: 144 Control body movements as they:
Page 156 and 157: 146 Fitness Fun On a day when the w
Page 158 and 159: 148 Control hands and fingers as th
Page 160 and 161: 150 Pat-a-Cake, Cut-a-Cake Add safe
Page 162 and 163: 152 Feed themselves as they: •
Page 164 and 165: 154 Potty Training Read a book such
Page 166 and 167: 156 Pay attention to safety instruc
Page 168 and 169: 158 Name That Food! While shopping
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Page 172 and 173: 162 Build relationships with adults
Page 174 and 175: 164 Can-Do List! Observe your child
Page 178 and 179: 168 Personal relationships with chi
Page 180 and 181: 170 Friendship Fort When your child
Page 182 and 183: 172 hand eyes nose foot Self-awaren
Page 184 and 185: 174 Let your two year old begin to
Page 186 and 187: 176 Self-control Our Daily Plan Hel
Page 188 and 189: 178 Shh! is for the Library Plan a
Page 190 and 191: 180 Express themselves creatively t
Page 192 and 193: 182 Little Drummer Help your child
Page 194 and 195: 184 Show curiosity in learning new
Page 196 and 197: 186 Gooey Fingers Provide your chil
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Page 200 and 201: 190 Respond to spoken words as they
Page 202 and 203: 192 PB&J Invite your child to help
Page 204 and 205: 194 Communicate without words, usin
Page 206 and 207: 196 Expresses thoughts with sounds,
Page 208 and 209: 198 Strolling Stories Take your chi
Page 210 and 211: 200 Begin to follow what happens in
Page 212 and 213: 202 Foundations for reading Activit
Page 214 and 215: 204 ten little toes ten little fing
Page 216 and 217: 206 Foundations for writing Activit
Page 218 and 219: 208 Sand Writing Fill a dishpan or
Page 220 and 221: 210 Begin to identify basic shapes
Page 222 and 223: 212 Foundations for math Activities
Page 224 and 225: 214 Cereal Shake You will need two
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216 Look at pictures in a book such
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218 Foundations for science Activit
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220 Bunches of Bandaids Use one of
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222 Recognize family roles and pers
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224 A Special Friend Help your chil
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226 Around the Town Sit on the floo
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228 Control body movements as they:
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230 Jumping Hula Hoops Place a hula
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232 Control hands and fingers as th
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234 Cook’s Helper Find several ki
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236 Stickers are appealing to many
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238 Self-help skills The Dish Ran A
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240 Encourage your child to dress a
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242 Health and safety skills Activi
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244 Call ahead and arrange to visit
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246 Build relationships with adults
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248 Soothing Salve Keep a plastic b
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250 Personal relationships with pee
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252 Look for opportunities to make
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254 Self-awareness Things I Like Ac
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256 Regulate own emotions and behav
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258 Grandma Rules! Talk about the d
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260 Self-expression Paint Projects
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262 Encourage your child to express
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264 Show curiosity in learning new
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266 Family Helper Identify one simp
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268
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270 3Three year olds Respond to spo
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272 Hidden Treasure Hide a few stuf
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274 3Three year olds Communicate wi
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276 Expresses thoughts with sounds,
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278 Children learn language by hear
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280 Build print awareness as they:
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282 When Mommy and Coretta Took a W
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284 Scribble as they: • • •
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286 Refrigerator Gallery Pick out a
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288
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290 Identify basic shapes as they:
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292 Foundations for math The Shape
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294 Going Fishing Using five index
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296 Red, Blue, and Yellow, Too! Get
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298 Foundations for science Activit
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300 Baking Banana Bread Cooking act
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302 Foundations for social studies
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304 Help your young child feel like
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306 Approaches to Learning A House
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308 Paddington at the Seashore by M
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