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256 Regulate own emotions and behavior most of the time as they: • • • • • Ask adults to intervene Wait for some things Use strategies to calm down Use words to express emotions Take turns Follow routines and social rules in a group setting most of the time as they: • • • • • 3Three year olds Repeat classroom rules Follow classroom rules Recognize different places have different rules Remember familiar routines Follow familiar routines Self-control
Self-control Activities and Strategies for Development Hurry Up and Wait Practice the game of “I Spy” with your child while waiting in line at the store, the bank, or the doctor’s office. Locate an object you and your child can see easily. Say, “I spy something red.” Have your child guess. Give more clues,“It’s red and up high…it’s red, up high and above the door.” See if your child can find the exit sign from your clues. Let your child pick an item and give you clues to guess. Take a Deep Breath Show your child how to take a deep relaxing breath, breathing in through your nose and out from your mouth. Have him count to three as he is breathing in and out. As he practices, hold up a tissue and show him how the tissue moves when he breathes out. Tell the child to blow out like he is blowing out candles. When your child has an upsetting experience, remind him that he can breathe and pretend to blow out candles to calm himself and feel better. Model this for him when you are tense and need to calm yourself! Feel Out Loud Read a book about strong feelings such as When Sophie Gets Angry—Really, Really Angry by Molly Bang. On each page, encourage your child to look at the pictures and say how Sophie feels. Point to the words that tell how she acts and feels, “She kicks. She screams.” “She roars a red, red roar.” “She cries.” “She feels better now.” Tell your child that when she uses words to tell how she feels it helps others understand. Talk about some things your child can do or say when she gets angry. 257
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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
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116 Yes or No? Meals are good times
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118 Tips About Bilingual Developmen
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120 Foundations for reading Activit
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122 Read to your child every day. S
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124 Foundations for writing Activit
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126
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128 Explore basic shapes as they:
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130 Foundations for math Activities
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132 Matching Caps Gather a few caps
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134 Actively explore the environmen
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136 Where is Enzo’s Nose? Sit wit
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138 Give your one year old opportun
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140 SAFE WITH ME Foundations for so
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142 Children’s first relationship
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144 Control body movements as they:
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146 Fitness Fun On a day when the w
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148 Control hands and fingers as th
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150 Pat-a-Cake, Cut-a-Cake Add safe
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152 Feed themselves as they: •
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154 Potty Training Read a book such
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156 Pay attention to safety instruc
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158 Name That Food! While shopping
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160
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162 Build relationships with adults
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164 Can-Do List! Observe your child
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166 Children develop a positive sel
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168 Personal relationships with chi
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170 Friendship Fort When your child
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172 hand eyes nose foot Self-awaren
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174 Let your two year old begin to
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176 Self-control Our Daily Plan Hel
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178 Shh! is for the Library Plan a
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180 Express themselves creatively t
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182 Little Drummer Help your child
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184 Show curiosity in learning new
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186 Gooey Fingers Provide your chil
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188
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190 Respond to spoken words as they
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192 PB&J Invite your child to help
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194 Communicate without words, usin
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196 Expresses thoughts with sounds,
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198 Strolling Stories Take your chi
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200 Begin to follow what happens in
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202 Foundations for reading Activit
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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 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
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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
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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
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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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