Child Development Portfolio


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Child Development Portfolio

  1. 1. Child Development Portfolio Emily FajardoFriday, November 11, 2011
  2. 2. Table of Contents I. Promoting Child Development and Learning " Outdoor Art Learning Center II. Building Family and Community Relationships " Parent Newsletters III. Observing, Documenting and Assessing to Support Young Children " 10 Observations IV. Teaching and Learning " 3 Curriculum Activities V. Becoming a ProfessionalFriday, November 11, 2011
  3. 3. Promoting Child Development and Learning Children grow and thrive in an environment that encourages them to explore. Exploration is possible when children have direct contact with nature and real-world experiences. I learned that exposure to the outdoors and nature is essential for children’s growth and development. Teachers can help children connect with nature by frequently planning activities that engage children outdoors. Teachers can also collaborate with parents on activities. Children, parents and teachers can take walks in the woods together, do gardening, read books about nature and create artwork outside. When parents and teachers work together to support children, children’s developmental needs are met.Friday, November 11, 2011
  4. 4. Outdoor Art Learning CenterFriday, November 11, 2011
  5. 5. Outdoor Art Center Goals ¬ To stimulate children’s senses by providing them with free and natural space ¬ To observe wildlife, the local habitat and the elements ¬ To learn characteristics about natural objects, flora and fauna ¬ To provide children with natural “loose parts” materials: rocks, tree branches, leaves, pinecones, flowers, dirt, etc. ¬ To create artwork, scrapbooks, and portfolios about nature and natural objects ¬ To develop fine motor skills, including eye-hand coordination ¬ To stimulate creativity, cognitive development and learning through nature education and the visual arts ¬ To experiment with both natural and art materials to understand their properties and cause and effect ¬ To enable children to express their thoughts and feelings through experiencing nature and creating art ¬ To integrate informal play and art activities with formal learning ¬ To build an awareness of and concern for the environment and all life forms ¬ To have children spend time together and enjoy the outdoors Art Materials ¬ Drawing materials: pencils, colored pencils, watercolor pencils, pastels, chalk, light and medium drawing paper, watercolor paper, chalk board ¬ Paint materials: finger paints, watercolor paints, small bowls for water, finger paint paper ¬ Collage materials: glue, glue sticks, natural objects (leaves, pinecones, etc.), cardboard in various shapes and sizes ¬ Tools: children’s scissors, brushes of various shapes and sizes, toothbrushes and small plastic eating utensils for creating texture, sponges, paper towelsFriday, November 11, 2011
  6. 6. Outdoor Art Learning Center Teaching children about the natural world should be treated as one of the most important events in their lives. –Thomas Berry My inspiration for an outdoor art learning center came from reading the book Last Child in the Woods: Saving Our Children From Nature Deficit Disorder by Richard Louv. According to Louv, children who have direct contact with nature respond positively in all areas of development: physical, social, emotional, language and cognitive. He calls for school reform that focuses on environment-based and experiential learning. The idea is “to use the surrounding community, including nature, as the preferred classroom” (Louv, p. 206). His vision of school reform involves altering the physical design of schools to incorporate nature (butterfly gardens, bird feeders and baths, tree planting, native plant gardens, ponds, nature trails, natural playscapes, etc.) on school grounds. The greening of school grounds will give children the opportunity to learn about natural history and local habitats, and to connect with the natural environment around them. Louv looks into studies by the State Education and Environmental Roundtable and finds that “environment-based education produces student gains in social science, language arts, and math; improves standardized test scores and grade-point averages; and develops skills in problem-solving, critical thinking, and decision-making” (Louv, p. 206). Students in environment-based programs also have “better attendance and behavior than students in traditional classrooms” (Louv, p. 208). In addition, researchers in Canada have found that children who play in “diverse natural settings are more physically active, more aware of nutrition, more civil to one another, and more creative” (Louv, p. 220).Friday, November 11, 2011
  7. 7. Building Family and Community Relationships Every family brings a variety of identities and values to a school and a community. I realize that it is important for teachers to learn about the structures, parenting strategies and cultures in families. This knowledge helps teachers and school staff to validate and support every family’s culture and lifestyle. Communication is also an important factor in building relationships between teachers, families and the community. When communication happens, connections are made.Friday, November 11, 2011
  8. 8. COLUMBIA CONNECTIONS COLUMBIA PRESCHOOL NEWSLETTER/APRIL 2010 Upcoming ICES Events 26TH ANNUAL CHILDREN’S FAIR SATURDAY, APRIL 17 MOTHER LODE FAIRGROUNDS 10:00AM-3:00PM Join ICES for a special day of fun activities, food and entertainment for families. Representatives from various agencies will also be present to answer your questions and to provide information on parenting, health and local services for children. Hot dog lunches will be sold in the Sierra Building. All children must be accompanied by an adult. FREE WORKSHOP: MUSIC & STORIES FOR PRESCHOOL CHILDREN THURSDAY, APRIL 22 Cultural Corner OUT OF HAND, 89 S. WASHINGTON 6:30-8:30PM Bill Roberson will give a presentation Dear Families, on choosing developmentally During the past few weeks, the children have been learning about Japan. appropriate songs and stories for They learned to say a few words in Japanese, including how to say hello preschoolers. Mr. Roberson has more (konnichiwa), and were involved in a special Japanese art calligraphy than twenty-five years of experience activity. Their art and Japanese characters are now on display at school. as a teacher, musician and storyteller. When you have time, please drop by and see their work. The children also Seating is limited, so please register made a popular Japanese rice snack called onigiri, which means hand- early with ICES if you are interested molded rice. This newsletter includes an onigiri recipe. Please try it at in attending. FREE home and encourage your children to teach you how to make this For more information on these delicious snack. Have fun! events, contact ICES at 533-0377. BILLY IS EATING ONIGIRI AND ALISIA, KAYLA, ANGELINA AND JACK, ZOE, KLOYIE AND TONY ARE LOOKING AT A JAPANESE BOOK. BELLA ARE LISTENING TO ERIC WRITING THE JAPANESE CHARACTER CARLE’S BROWN BEAR, BROWN BEAR WHAT KU. DO YOU SEE? IN JAPANESE.Friday, November 11, 2011
  9. 9. Onigiri with Salmon and Mackerel Serves four ••• Remove the teacup from the bowl and 1. 2 c. sushi rice shake off excess water. Scoop 2-3 To cook the rice, wash it thoroughly with cold water. Drain the rice and tablespoons of rice into the teacup. 2. 2 c. water With your fingers, make a well in the put it into a heavy pot. Pour in the water and leave for 30 minutes. Put center of the rice and put in a quarter 3. 2 oz. salmon fillets the lid on tightly and bring the pot to of the salmon flakes. Cover the salmon with another 2-3 tablespoons 4. 2 oz. smoked mackerel fillets a boil. Reduce the heat and simmer for 12 minutes. When you hear a of rice. Press well. 5. 2 “nori” seaweed sheets crackling noise, remove the pot from Wet your hands and sprinkle them the heat and leave to stand, covered, with a pinch of salt. Rub the salt all 6. about 3 Tbsp. salt for 15 minutes. over your palms. Turn the rice in the Stir the rice carefully with a rice teacup out into one hand and squeeze 7. 1 round teacup paddle or wooden spatula. Leave to the rice shape with both hands to cool for 30 minutes while you prepare make a densely packed flat ball. 8. 1 bowl of cold water the fillings. Thoroughly salt the salmon and leave it on the side for 30 Divide the nori sheets into eight 9. tablespoons for measuring minutes. strips. Wrap the rice ball with a seaweed strip. Put on to the chopping Wash the salt from the salmon, then board. Make three more balls using grill or broil the salmon and the the remaining salmon and another smoked mackerel over high heat. four balls using the smoked mackerel. Using a fork, remove the skin and Serve one of each kind of onigiri on BENEFITS OF EATING divide the fish into loose, chunky OILY FISH individual plates with Japanese Salmon and mackere flakes. l are rich in pickles or other pickles. protein and omega-3 fatty acids. Check the temperature of the rice. It These fatty acids are good for your should still be quite warm. To start heart and are thought to reduce molding, you need a tea cup and a inflammation through out the body. bowl of cold water to wet your hands. For many years, the American Heart Place the teacup and the tablespoons association has recom mended that into the bowl of water. Put salt into a people eat fish high in omega-3 fatty small dish. Wipe a chopping board acids at least twice a week. The fatty with a very wet dish towel. Wash your acids are also believe d to improve hands thoroughly with soap. learning abilities in ch ildren, lower blood pressure, reduc e blood clotting and enhance immune function. Recipe from The Complete Book of Source: MayoClinic. com Japanese Cooking by Emi Kazuko Safety Note Parents, please help us keep your children safe by making sure they wear comfortable shoes to school. As the weather gets Books for Spring: warmer, we will be spending more time outdoors. It is Growing Vegetable Soup by Lois Ehlert important that the children have appropriate footwear for The Tiny Seed by Eric Carle physical activities on the playground and for nature walks in the One Rainy Day by M. Christina Butler neighborhood. For safety reasons, do not allow your children to wear sandals and flip-flops at school.Friday, November 11, 2011
  10. 10. COLUMBIA CONNECTIONS COLUMBIA PRESCHOOL NEWSLETTER/MAY 2010 The Value of Bilingualism In our modern age and global community, it is important for people to communicate effectively in English as well as in other languages. With the rise of the Internet and global business, there will be a great need for people who are bilingual (or even multilingual) in the future. Today, almost half of the world’s children are exposed to at least one other language besides their mother tongue. The potential to acquire a second language already exists for these children. The key to success in attaining bilingualism is starting early. Author Spotlight: Eric Carle LINGUISTIC SOCIALIZATION Eric Carle is one of the world’s best- available for children to read Raising bilingual children requires loved children’s authors. His languages side-by-side. His world- that parents create an interactive distinct illustrations and simple, yet, famous The Very Hungry home environment where children engaging storytelling has made him Caterpillar has been translated into are frequently exposed to two a favorite of children, parents and languages in a variety of ways. more than forty-seven languages teachers alike. Eric Carle has Parents must also realize the and has sold over twenty-nine written more than seventy books importance of early socialization in million copies. His books are and many of his books have been learning languages and begin this excellent resources for language translated into other languages. linguistic socialization process as There are even bilingual versions early as possible. It has been shown continued on page 2 BROWN BEAR, BROWN BEAR, WHAT THE VERY HUNGRY CATEPILLAR shows THE TINY SEED is a great book to DO YOU SEE? Eric Carle’s debut as a Carle’s ability to integrate concepts of nature supplement science, gardening, nature and children’s book illustrator came in 1967 with and scientific information that makes it easy for outdoor activities. the publication of this book. The book pictured children to comprehend. here is bilingual (English and Japanese).Friday, November 11, 2011
  11. 11. “Some people like to expressionistic art. This was a say they get ideas when they’re in the crime at the time. During his acceptance speech for the ERIC CARLE IN ACTION shower. That’s always 2003 Laura Ingalls Wilder On the left: Eric Carle discusses his work at the Askwith Forum on April 22, a very entertaining Award, Eric Carle spoke of his 2010.This forum is a series of public answer, but I think art teacher and said, “Herr lectures at the Harvard Graduate it’s much deeper than Krauss was a dedicated and School of Education. that. It goes back to courageous teacher. I will your upbringing, your always remember him as a education, and so shining example of what an forth.” educator can be.” It was his art teacher and many of his Eric Carle childhood experiences that ••• would eventually be a source and literacy development of of inspiration for his books. bilingual children. Eric Carle came from a bilingual and bicultural We see Carle’s love of nature in background. He was born in all of his works, and children 1929 to German immigrants in can easily identify with them. Syracuse, New York. When he His works help children to was six years old, he and his increase their knowledge parents moved to Germany. about living things, to build on Young Eric Carle despised the their conceptual development rigid structure of the Nazi as well as to enjoy the German school system and experience of learning. He longed to return to the United said, “I am fascinated by the States; however, his art period in a child’s life when he On the right: Eric Carle gives a teacher, Herr Krauss, or she, for the first time, leaves demonstration of his technique. His style enlightened Eric Carle and home to go to school. I should of art is unique. Carle creates collages in believed in the young artist’s like my books to bridge that which he cuts and layers hand-painted papers to form images. talent. Herr Krauss brought great divide.” (Quotes from Carle to his home to look at interview, Source: Scholastic) abstract, modern and THE VALUE OF BILINGUALISM: CONTINUED through research that there are critical periods in childhood for language acquisition. Babies and young children become sensitive to language regularities because their brains are wired to learn language during this period. Exposure to the printed word in as many surroundings as possible helps to increase language skills and knowledge. Parents should provide access to reading material for children in the home. Furthermore, it is important for parents to read to their children on a consistent basis for constant reinforcement. Reading books, print-rich environments and print-enriched play settings stimulate children’s brains and imaginations, provide them with knowledge about the world and motivate them to educate themselves. Bilingualism is beneficial in that it develops cognitive skills in children. Researchers have found that mental flexibility, concept formation, abstract understanding, creativity and problem solving skills are better among bilingual than monolingual children. Parents who encourage bilingualism in the home are helping their children to succeed academically as well as to develop an awareness of the diversity in our world. The ability to communicate in more than one language is vital in creating a global community. The future will be one of fewer boundaries between people and nations. We need intelligent bilingual young people who are sensitive to other cultures and who are able to appreciate different perspectives. — Emily FajardoFriday, November 11, 2011
  12. 12. COLUMBIA CONNECTIONS COLUMBIA PRESCHOOL NEWSLETTER/JUNE 2010 Music and Language Researchers in the field of neuroscience have found that music supports young children’s language learning. There is a connection between music and language in that human brains process both in similar ways. According to Dr. Pam Schiller, an early childhood curriculum specialist and freelance author and speaker, “music and language are partners in the brain.” In her Exchange EveryDay article (12/20/2010) “Early Brain Development Research Review and Update,” she gives us the latest findings on child development. The following is an excerpt from this article: MUSIC AND LANGUAGE ARE Eric Carle Book Totes PARTNERS IN THE BRAIN. Linguists, psychologists, and neuro- Dear Parents and Families, scientists have recently changed their We hope that you enjoyed last month’s article about Eric Carle. We have long held opinion about the relationship been introducing the children to his books recently. They are very excited between speaking and singing. The about Eric Carle and his work, so we have decided to share our Eric Carle latest data show that music and book collection with you too. In the coming weeks, we will be sending home language are so intertwined that an tote bags with a few Eric Carle books. Please enjoy these books with your awareness of music is critical to a children. Have them describe what they learned about Eric Carle. You may baby’s language development. As keep the books for up to a week. Below are some books that will be included children grow, music fosters their in our tote bags: communication skills. Our sense of continued on page 2 From, The Columbia Preschool Staff THE VERY BUSY SPIDER is a brilliantly ANIMALS/ANIMALES is a bilingual book in MR. SEAHORSE is full of beautiful collage illustrated book with texture. This book English and Spanish. Each page, including the illustrations. This book introduces children to becomes “a toy that can be read, a book that front cover, has a slide that children can use to various sea creatures and helps them learn can be touched.” (Quote from Eric Carle learn names of common animals in both about animal behavior. Website) languages.Friday, November 11, 2011
  13. 13. song helps us learn to talk, read, and the way people speak to infants. This These instruments can be used during even make friends. high pitch sing-song language is book readings and storytelling time to referred to as ‘parentese.’ add beat and rhythm to the stories, to Brain areas governing music and represent characters, to create language overlap. Music and language Applications: images, and to emphasize moods and have much in common. Both are emotions. Here are some examples: governed by rules and basic elements • Sing! Sing! Sing! (words and notes). In language, words From Where the Wild Things Are • Use ‘parentese’ with newborns. make phrases, which combine to make larger phrases and eventually They roared their terrible roars (bang • Include a time for music each day. sentences. In music, notes combine on a drum) and grow to form a melody. and gnashed their terrible teeth The neurological ties between music *************************** (scrape on a guiro) and language go both ways; a person’s native tongue influences the way he Most children enjoy making and and rolled their terrible eyes (shake perceives music. The same listening to music. Here is a list of bells) progression of notes may sound musical instruments for children to and showed their terrible claws (clang different depending on the language explore: cymbals) the listener learned growing up. Speakers of tonal languages (most • Bells From The Three Billy Goats Gruff Asian languages) are much more • Castanets likely than Westerners to have perfect First the youngest Billy Goat Gruff pitch. All languages have a melody • Cymbals decided to cross the bridge. that is unique. Infants echo the inherent melodies of their native • Drums TRIP, TRAP, TRIP, TRAP! (bang on a language when they cry, long before ticktock block, a wood instrument they speak. • Guiros that makes two sounds similar to the tick and tock of a clock) Speech has a natural melody called • Keyboards prosody. Prosody is the rhythmic and “WHO’S THAT TRIPPING OVER MY • Tambourines intonational aspect of language. It BRIDGE?” roared the Troll (shake changes with emotions. The more • Ukuleles tambourine or bang on a drum). excited the speaker, the faster the rhythm. It also emphasizes word • Xylophones Source: NAEYC (Young Children, boundaries. Prosody is exaggerated in March 2010, p. 45) TIPS ON READING WITH PRESCHOOLERS Ask your child to point to pictures or pages. to name things on the Have him or her te ll the story. Share new words. Talk about the story . What kinds of book Teacher Cheryl reads a story to our s are best? preschoolers outside. She holds the Books on topics yo ur child is intereste d in. book to one side so that everyone can Nursery rhymes or simple stories abou see and asks open-ended questions t everyday activities Stories with only 1 . about the story. She relates the story or 2 sentences per page and lots of pic to the children’s real-life experiences. tures.Friday, November 11, 2011
  14. 14. Observing, Documenting and Assessing to Support Young Children I have learned to develop a child-centered, emergent approach to curriculum planning. Learning to observe children and to gather objective information about them is the first step in developing this approach. A teacher must watch and listen carefully to understand and respond to children’s interests, strengths, challenges and needs. By being attentive and documenting their activities, a teacher shows children that their work is valued. Careful observations are important for creating teaching strategies and curriculums that help children make meaningful progress in all areas of their development.Friday, November 11, 2011
  15. 15. Observation 1 Billy and Gwendolyn were playing next to each other in the sandbox. They were digging in the sand with shovels. Billy and Gwendolyn worked independently and did not interact with each other. Billy said, “Arr! Arr! I’m looking for a treasure!” He continued to dig for a few minutes while Gwendolyn used her shovel to fill a muffin pan. I asked her what she was doing. She said, “I’m making cupcakes.” Then, Billy stood up and said, “ Look! I found a treasure!” He showed me his treasure. It was a pine needle. Jack was also playing nearby. He was playing independently. Jack scooped sand with a plastic bowl and poured the sand back in the sandbox. He did this continuously until a heap of sand formed. I asked Jack what he was doing. Jack said, “I’m making a volcano.” Interpretation: Billy, Gwendolyn and Jack are working with sand; however, they have entirely different goals. By listening to Billy’s words and observing his actions, I think that he is interested in pirates. On the other hand, Gwendolyn is pretending to bake and Jack is thinking about volcanoes. These children are using their imaginations and developing their fine motor skills. I would introduce them to more activities that encourage exploration, science and creativity. For Billy, I think it would be beneficial to take him on nature walks around the school so that he can explore the area. A rock hunt may interest him. He may also be interested in books about explorers and places around the world. For Gwendolyn, an actual cooking or baking activity may spark an interest in different kinds of foods. She may also be interested in science activities. For example, an activity that might interest Gwendolyn and Jack is watching a volcano erupt. I think that Billy will like this activity too. They can create miniature model volcanoes out of play dough, fill the tops of the volcanoes with spoonfuls of baking soda and pour a little vinegar on top of the models. The mixture of the baking soda and vinegar will produce an eruption.Friday, November 11, 2011
  16. 16. Observation 2 Angelina and Zoe worked together on large Lego blocks. They said they were making towers. Both Angelina and Zoe stacked Lego pieces until the towers became very tall. Angelina asked me to hold on to her tower while she picked up more pieces to stack on to it. Then, I asked her, “What can we do to keep it from falling?” Angelina stood silent for a moment and then said, “I’ll put it next to the fence!” She leaned her tower next to the fence. At the same time, Zoe continued to stack her tower. Her tower fell apart. She picked up the pieces and stacked them again. The tower fell a second time. Then, Zoe said, “I’m gonna make a trophy.” She stacked the Lego pieces again. The trophy was shorter than the tower. Angelina took down her tower. She said, “I’ll make a trophy too.” When Angelina finished making her trophy, she and Zoe posed for a photo with their trophies. Then, they gave their trophies to me. Interpretation: Angelina and Zoe are developing a number of skills. They are learning to use their hands and fingers, thus, developing their fine motor skills. They are also engaged in cooperative play and building positive social and emotional relationships. Both girls are focused on their projects –they are expanding their attention spans. And, since Angelina and Zoe are involved in constructing blocks, they are learning about three dimensional design patterns. Doing this activity has given the girls an opportunity to solve problems and develop their math and cognitive skills. I would encourage their interest in building things by introducing them to a variety of building materials such as wood, metal, cardboard, etc. An interesting activity for Angelina and Zoe might be to build a miniature model house or other structure.Friday, November 11, 2011
  17. 17. Observation 3 Gwendolyn worked alone on a “Learn To Recycle” activity kit. She took six small recycling boxes and lined them up on the table. Then, she placed chipboard pieces in front of the boxes. She started putting the pieces in the boxes. Barbara approached her and said, “I want to play the game too.” Gwendolyn responded, “I want to do this by myself.” Barbara kept silent and just watched. Kayla came to the table and grabbed one of the boxes. Gwendolyn said, “No! I’m doing this by myself.” Kayla walked to the rocking chair, sat down and cried. I went to the closet and took out two activity kits for Barbara and Kayla. Kayla stopped crying, walked to the table, sat down and started working on a sorting activity. Barbara also sat down and worked on an object matching kit. After a few minutes of sorting and matching, Kayla and Barbara left the table. Gwendolyn continued to sort the objects. She occasionally asked me for help in reading the labels on the boxes and pieces. Gwendolyn worked until she put all of the pieces in the boxes. She stood up, picked up all of the boxes and said, “Teacher, I did it!” Interpretation: Gwendolyn shows initiative during this activity and is firm in expressing herself. She is determined to sort the objects by herself and complete what she is doing. Gwendolyn is developing fine motor as well as cognitive, language and literacy skills. She is also developing organizational skills and her abilities to perceive patterns and identify various forms. I think that I can expand her skills by introducing math-related games and manipulatives that compare objects, identify shapes and describe spatial relationships. Barbara and Kayla may be interested in these activities too.Friday, November 11, 2011
  18. 18. Observation 4 Tristan was stacking and lining up small Lego blocks onto a base. He said, “I’m going to make it taller.” He continued to stack and fit Lego pieces together. Then, he said, “Look at my cake!” He walked to the kitchen and showed Barbara and Angelina his cake. He said again, “Look at my cake!” Tristan put the cake in the oven. Barbara and Angelina left the kitchen. Kloyie went to the kitchen and opened the oven. Tristan said, “No! Don’t open it! The cake is cooking.” After a minute, he took his cake out of the oven and placed it on the table. Kloyie looked at the cake and said, “Hey, let’s build it!” So, Tristan and Kloyie took the cake apart and started stacking pieces. Teacher Allison asked them, “What are you making?” Tristan said, “It’s not done yet. I’m making a nothing.” Tristan and Kloyie continued to stack pieces. After a couple of minutes, Tristan announced, “We’re done!” I asked Tristan, “What did you make?” He said, “We made a tower.” Interpretation: Tristan is learning fine motor skills, how to express himself and how to cooperate with others through dramatic play. It seems that he is also learning the process of baking a cake. When Kloyie makes a suggestion, Tristan is willing to share and try her idea. They are engaging in positive social interactions. A project that Tristan and Kloyie might find interesting is creating dramatic play props. I would choose a variety of art and modeling materials for them to work with.Friday, November 11, 2011
  19. 19. Observation 5 Jack took a ball and put it under his shirt. He said, “I have a baby.” Damien looked at Jack and then he touched Jack’s belly (the ball). Damien said, “I want a baby too.” Damien walked around the playground, found a ball and put it under his shirt. Damien wandered around by himself with the ball under his shirt for several minutes. Jack was playing with Dominique and did not keep the ball under his shirt as long as Damien. Jack removed the ball from his shirt. He found a plastic wheelbarrow. Jack told Dominique to sit in the wheelbarrow and be “the baby.” Dominique sat down and Jack ran as he pushed the wheelbarrow. Interpretation: Jack and Dominique are engaged in dramatic play. Damien starts as a spectator and then he follows Jack. Jack is developing gross motor skills by running and pushing the wheelbarrow. I think that Jack, and perhaps, Damien and Dominique are also trying to understand how human life evolves. One way to expand on their activity is to introduce an embryology project. Many children have an interest in animals and having them watch eggs hatch can answer their questions on how life begins for many species. It is also an exciting experience for many children. I recommend supplementing this project with books such as: My Chickens, What Makes A Bird A Bird? and Chickens Aren’t The Only Ones. These books are appropriate for young children.Friday, November 11, 2011
  20. 20. Observation 6 Damien, Mikey and Gage 2/17/2010 Outdoors Damien poured sand onto a plate using a toy dump truck and a measuring cup. He also used his hands to grab soil and pile more sand on the plate. He picked up the plate and carried it to a table. He patted the sand down with his hands. Mikey and Gage were at the table. Damien said to them, “I made a birthday cake for you.” EF Learning Categories: initiative, creativity, measuring and estimating (math), learning to communicate with others, building positive social and emotional relationships, sharing, socio-dramatic play, fine motor skills, balanceFriday, November 11, 2011
  21. 21. Observation 7 Damien 2/17/2010 Outdoors Damien picked up a large paintbrush and used it to hammer down parts of a toy until all of the pieces were leveled. He then turned the toy over and repeated the process. Damien continued to do this for about three minutes, turning the toy over again and again. EF Learning Categories: curiosity and initiative, engagement and persistence, independence, fine motor skills, colors and shapes, cause and effect, problem solvingFriday, November 11, 2011
  22. 22. Observation 8 Damien and Mikey 2/17/2010 Outdoors Damien and Mikey were engaged in dramatic play. Damien had an octopus and Mikey had a crocodile. They were making their animals fight. The boys were growling at each other. Then, Damien pulled his octopus away from Mikey’s crocodile. Mikey said, “Hey! This is a good crocodile. Why is the octopus running away?” Damien responded, “He’s tired.” EF Learning Categories: developing friendship, building cooperative play with another child, using language in conversation, socio-dramatic play, fine motor skillsFriday, November 11, 2011
  23. 23. Observation 9 Damien 2/24/2010 Indoor Table Activity Damien used his hands and a rolling pin to flatten green play dough. He said, “I’m making cookies.” Damien made pumpkin, gingerbread and bear shapes on the dough with cookie dough cutters. Next, he took a big spoon and used it to poke holes in the dough. Damien said, “Now, I’m making medicine.” EF Learning Categories: curiosity and initiative, engagement and persistence, creativity, shapes and patterns, cause and effect, fine motor skillsFriday, November 11, 2011
  24. 24. Observation 10 Damien 3/1/2010 Indoor Play Kitchen Damien said, “Let’s pretend to cook!” He gathered a variety of plastic foods and vegetables and put them in a bowl. Next, he placed the bowl on the stove and started cooking. “Tsssss. Tssssss.” Damien added sizzling sound effects. Then, he said, “”It’s ready. Let’s eat!” EF Learning Categories: initiative, creativity, expressing self through language, socio-dramatic play, fine motor skills, social developmentFriday, November 11, 2011
  25. 25. Teaching and Learning I learned that it is important for a teacher to be a positive role model and to create a safe and healthy environment that encourages harmony and experiential learning. Young children generally notice everyone and everything around them and are naturally curious. A teacher must help children to acquire skills by planning activities that are meaningful to the children and allowing them to explore and discover through play. A teacher who recognizes the value of play will find that the best curriculum emerges from activities and ideas that the children conceive themselves. Both the teacher and the children can create a curriculum together.Friday, November 11, 2011
  26. 26. Art ActivityFriday, November 11, 2011
  27. 27. Art Activity Plan I. LEARNING OBJECTIVES: To improve children’s fine motor skills To develop writing skills and learn Japanese hiragana To learn about world cultures and encourage children’s appreciation of art II. MATERIALS AND SUPPLIES NEEDED: paintbrushes, plastic utensils (forks, knives, spoons), toothbrushes, watercolor paints, finger paints, watercolor paper, watercolor pencils, plastic cups, paper towels, photos of animals, art samples, Japanese hiragana character book III. PREPARATION: Gather materials and set on a table. Arrange materials so that each child has easy access to paint, brushes, etc. Place book and pictures next to children for reference. IV. PROCEDURE: Demonstrate brushstroke and painting techniques to create texture, then let the children experiment on their own and encourage them to try working with different textures. V. REFERENCE: Myself and Japanese children’s book “AIUEO NO EHON”Friday, November 11, 2011
  28. 28. Cooking Activity Making Japanese Rice Snacks with Seaweed and VeggiesFriday, November 11, 2011
  29. 29. Cooking Activity Plan I. LEARNING OBJECTIVES: To develop children’s fine motor and problem solving skills To learn about estimating, measuring and shapes To learn about foods in Asian cultures II. MATERIALS AND SUPPLIES NEEDED: rice cooker, bowls, plates, spoons, scissors for cutting seaweed, paper towels, plastic rice molds, medium grain sushi rice, rice seasonings, peas, sesame seeds, sliced carrots, cheese, sheets of dried seaweed (nori), black seaweed, salt, tables and chairs III. PREPARATION: Cook rice. After the rice is cooked, place rice on plates to cool. Put a variety of ingredients in bowls and on plates. Place these ingredients and rice molds on a table. Provide serving spoons for all ingredients and paper towels for wiping hands. Fill bowls with water so that children can wet their hands. They need wet hands to work with the sticky rice. IV. PROCEDURE: This activity is similar to working with play dough. The children will use their hands and rice molds to create edible works of art. V. REFERENCE: Myself and Japanese children’s book “ANPANMAN TO MOGUMOGU NIKKORI”Friday, November 11, 2011
  30. 30. ONIGIRI Rice Molds & Sushi NoriFriday, November 11, 2011
  31. 31. Dramatic Play Activity At the RestaurantFriday, November 11, 2011
  32. 32. Dramatic Play Activity Plan I. LEARNING OBJECTIVES: To build social, language and literacy skills To learn about healthy foods To encourage creativity and writing To learn about jobs in a restaurant II. MATERIALS AND SUPPLIES NEEDED: play dough, plastic food items, pots, pans, cups, dishes, utensils, menus, chef’s hat, aprons, clipboard and notepad, pencils, table and chairs, play kitchen, chalk, director’s slate, video camera III. PREPARATION: Set up kitchen and restaurant dining area, choose actors and actresses, look at menu and practice ordering food before recording video. IV. PROCEDURE: Children will act out their roles while they are being videotaped. They can watch themselves on video after their performance. V. REFERENCE: I observed that many children are interested in cooking, baking and in being in front of a camera.Friday, November 11, 2011
  33. 33. Becoming a Professional In the field of early childhood education, it is essential that teachers become educated on how children grow and develop and receive practical training on how to properly care for young children. However, even though teachers are highly trained, they cannot do the work alone. I have learned the importance of teamwork in a high-quality child development program. When teachers work together, they create a successful curriculum and an effective environment for children. I also learned the importance of reflecting on my experiences to improve my teaching methods.Friday, November 11, 2011