Acknowledgements - gapitc

More documents

Recommendations

Info

190 Respond to spoken words as they: • • Show understanding of simple vocabulary Identify or point to items when they are named Follow directions and requests as they: • • 2Two year olds Understands spoken words (receptive language) Complete simple two-step directions such as find markers and paper to draw Think through steps to meet a simple request, such as throwing away the napkin and putting the spoon in the bucket when asked to “clean up”
Understands spoken words (receptive language) Activities and Strategies for Development Check This Out! Play this naming game the next time you are waiting in the check out lane at the grocery store. Take two or three items at a time from your cart and place them in the top basket of the cart where your child is sitting. For example, put apples, mangoes, and bananas next to your child. Say, “Show me the bananas.” If your child points to the bananas, say, “Good, that’s right. Those are the yellow bananas we peel and eat.” When you return home, ask your child to help you put away the bag of fruit. Say, “Please hand me the apples…, the mangoes….the bananas.” Doggie, Doggie Where’s Your Bone? Use one of your child’s stuffed animals, preferably a dog and a pretend doggy “bone” (plastic spoon) that you have hidden ahead of time. Tell your child that the “doggie” has hidden his bone for the child to find. Give your child the stuffed dog and ask him to look in the different places that you name. Say, “Is the bone under the table? Is the bone on top of the table? Is the bone under the rug?” See if your child can follow directions and look for the “bone” in these different locations. Finish the game by giving the clue that helps your child find the “bone.” Ask your child where he found the bone. As a variation, let your child hide the “bone” and as you look for it, say “Is the bone under the table? No. Is the bone on top of the table?” until you find it! 191
Page 2 and 3:
Copyright 2007 Bright from the Star
Page 5:
Contents Acknowledgements..........
Page 8 and 9:
v • • • • based on high qua
Page 10 and 11:
v Learning Tips Throughout the Acti
Page 12 and 13:
Gain control of head and body as th
Page 14 and 15:
The Toy on the Hill Stack some firm
Page 16 and 17:
Gain control of hands and fingers a
Page 18 and 19:
Busy Fingers Make your own “crib
Page 20 and 21:
10 Begin to help with feeding as th
Page 22 and 23:
1 Just a Spoonful To help your infa
Page 24 and 25:
1 Respond to verbal or physical sig
Page 26 and 27:
1 Yucky Shoe! (for a younger infant
Page 28 and 29:
18 Show attachment toward significa
Page 30 and 31:
20 Where Did She Go? Place an infan
Page 32 and 33:
22 Show awareness of other children
Page 34 and 35:
24 Baby Drums When another child is
Page 36 and 37:
26 Show beginning sense of self as
Page 38 and 39:
28 Calendar of Pride! A Calendar of
Page 41 and 42:
Standards: • Learning approaches
Page 43 and 44:
Learning approaches for development
Page 45:
Choose toys or find safe household
Page 48 and 49:
38 Understands spoken words (recept
Page 50 and 51:
40 Music to Follow Along Put on one
Page 52 and 53:
42 Use motions and gestures to begi
Page 54 and 55:
44 M K O II I T D N II S O N Playin
Page 56 and 57:
46 Tips about Bilingual Development
Page 58 and 59:
48 Foundations for reading Puppet S
Page 60 and 61:
50 This Book is About . . . Choose
Page 62 and 63:
52 Explore objects with different s
Page 64 and 65:
54 Shapes and Sizes Give your infan
Page 66 and 67:
56 Foundations for science Actively
Page 68 and 69:
58 Awesome Outdoors Take your infan
Page 70 and 71:
60 0 Infants Begin to recognize sig
Page 72 and 73:
62 Just Like Home Use these strateg
Page 74 and 75:
64 Gross motor skills Begin to cont
Page 76 and 77:
66 Stocking Ball Basketball Make
Page 78 and 79:
68 Control hands and fingers as the
Page 80 and 81:
70 Grocery Helper When you go to th
Page 82 and 83:
72 Help with feeding as they: •
Page 84 and 85:
74 Dressing Up Create a box for you
Page 86 and 87:
76 Your toddler may have a small an
Page 88 and 89:
78 Health and safety skills Stop th
Page 90 and 91:
80 Model safety rules and state the
Page 92 and 93:
82 Build relationships with adults
Page 94 and 95:
84 Little Ducklings Save a few slic
Page 96 and 97:
86 Begin to relate to other childre
Page 98 and 99:
88 A Drop in the Bucket When your c
Page 100 and 101:
90 One year olds have short attenti
Page 102 and 103:
92 Self-awareness Mirror Magic Sit
Page 104 and 105:
94 Let your one year old begin to m
Page 106 and 107:
96 Self-control Mad Molly Make a si
Page 108 and 109:
98 Your toddler has strong feelings
Page 110 and 111:
100 Self-expression Outdoor Art Act
Page 112 and 113:
102 Display your child’s artwork
Page 114 and 115:
104 Begin to show curiosity in the
Page 116 and 117:
106 Baby Board Books Choose a quiet
Page 118 and 119:
108
Page 120 and 121:
110 Respond to spoken words as they
Page 122 and 123:
112 Get Ready to Go Teach your chil
Page 124 and 125:
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
Page 136 and 137:
126
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
Page 170 and 171: 160
Page 172 and 173: 162 Build relationships with adults
Page 174 and 175: 164 Can-Do List! Observe your child
Page 176 and 177: 166 Children develop a positive sel
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
Page 198 and 199: 188
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
Page 226 and 227: 216 Look at pictures in a book such
Page 228 and 229: 218 Foundations for science Activit
Page 230 and 231: 220 Bunches of Bandaids Use one of
Page 232 and 233: 222 Recognize family roles and pers
Page 234 and 235: 224 A Special Friend Help your chil
Page 236 and 237: 226 Around the Town Sit on the floo
Page 238 and 239: 228 Control body movements as they:
Page 240 and 241: 230 Jumping Hula Hoops Place a hula
Page 242 and 243: 232 Control hands and fingers as th
Page 244 and 245: 234 Cook’s Helper Find several ki
Page 246 and 247: 236 Stickers are appealing to many
Page 248 and 249: 238 Self-help skills The Dish Ran A
Page 250 and 251:
240 Encourage your child to dress a
Page 252 and 253:
242 Health and safety skills Activi
Page 254 and 255:
244 Call ahead and arrange to visit
Page 256 and 257:
246 Build relationships with adults
Page 258 and 259:
248 Soothing Salve Keep a plastic b
Page 260 and 261:
250 Personal relationships with pee
Page 262 and 263:
252 Look for opportunities to make
Page 264 and 265:
254 Self-awareness Things I Like Ac
Page 266 and 267:
256 Regulate own emotions and behav
Page 268 and 269:
258 Grandma Rules! Talk about the d
Page 270 and 271:
260 Self-expression Paint Projects
Page 272 and 273:
262 Encourage your child to express
Page 274 and 275:
264 Show curiosity in learning new
Page 276 and 277:
266 Family Helper Identify one simp
Page 278 and 279:
268
Page 280 and 281:
270 3Three year olds Respond to spo
Page 282 and 283:
272 Hidden Treasure Hide a few stuf
Page 284 and 285:
274 3Three year olds Communicate wi
Page 286 and 287:
276 Expresses thoughts with sounds,
Page 288 and 289:
278 Children learn language by hear
Page 290 and 291:
280 Build print awareness as they:
Page 292 and 293:
282 When Mommy and Coretta Took a W
Page 294 and 295:
284 Scribble as they: • • •
Page 296 and 297:
286 Refrigerator Gallery Pick out a
Page 298 and 299:
288
Page 300 and 301:
290 Identify basic shapes as they:
Page 302 and 303:
292 Foundations for math The Shape
Page 304 and 305:
294 Going Fishing Using five index
Page 306 and 307:
296 Red, Blue, and Yellow, Too! Get
Page 308 and 309:
298 Foundations for science Activit
Page 310 and 311:
300 Baking Banana Bread Cooking act
Page 312 and 313:
302 Foundations for social studies
Page 314 and 315:
304 Help your young child feel like
Page 316 and 317:
306 Approaches to Learning A House
Page 318 and 319:
308 Paddington at the Seashore by M
Page 320:
310
show all

Acknowledgements - gapitc

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?