The document summarizes activities done with children to support various areas of development. For a cognitive activity, children matched colors and sorted shapes, developing problem-solving and memory skills. They enjoyed the activity so much it lasted 30 extra minutes on the carpet. For physical development, children made crayons and developed fine motor skills. They explored scribbling and different ways of applying crayon. For social-emotional development, children used a feelings box to identify emotions and develop empathy and self-regulation. They also learned friendship skills. The document discusses extensions and what went well for each activity.
This document provides biographies of several faculty supervisors for the Early Childhood Education program at Centennial College. Each supervisor outlines their experience in early childhood education, philosophy of teaching and learning, and role supporting students in field placements. They emphasize the importance of providing enriching learning environments that foster children's development and meet their individual needs through play-based learning.
The document summarizes an observation of children ages 3-4 playing with blocks at the Centennial College ECE Centre. During the observation, a child named IS asked the observer to help build a tall block tower. Several children worked together to build the tower, which fell over. Some children expressed disappointment but agreed to build another tower. The observer noted developmental cues like the children's use of palmer grasp and ability to handle changes with control when the tower fell.
This document discusses the importance of play for children's development. It states that play is how children learn about the world, develop new skills and relationships. The document provides tips for caregivers to support play, such as providing a variety of safe toys and maintaining a routine that includes active play. It also outlines common stages of children's play and gives examples of age-appropriate activities for infants, preschoolers and school-aged children.
Centennial college early childhood education curriculum1Ericajaddoh
The document summarizes an observation and curriculum project focused on tigers conducted with preschool-aged children. The observer noticed the children's interest in tigers during play and developed a week-long curriculum to further explore tigers. The curriculum included activities like painting a jungle, making tiger masks, reading a sensory book about tigers, completing a tiger puzzle, comparing paw prints to hands, and dramatic play with animal masks. The children seemed engaged in each activity and learned about tigers' appearance, habitat, and behaviors.
The document summarizes an observation of children playing with blocks at a childcare center. It describes the children building a block tower together and their reactions when it fell over. Possible developmental cues are listed, such as the children using palmer grasps to hold blocks and being able to focus on the task. A proposed follow up activity is then outlined, where the observer would lead a small group experience exploring different blocks. The observer discusses introducing and guiding the activity, including setting limits, modeling behaviors, and providing a warning before concluding. The children seemed interested in further exploration of blocks. The observer believes the inquiry process would work well with this topic since the children showed interest and there is space, time and materials to explore blocks.
The observer witnessed an interaction between herself and a toddler named Evelyn. Evelyn pulled the observer's hair twice while she was reading a story to the children. When confronted by the observer, Evelyn cried and falsely claimed the observer hurt her arm. The early childhood educator was called over and had Evelyn apologize to the observer. The observer accepted the apology but emphasized the importance of always telling the truth.
The children "N" and "A" were engaged in pretend play in the dramatic play area. "N" told "A" that she had to be the child while "N" was the mom. When "A" tried to serve her own pretend food, "N" removed it from the table and said only her food was allowed. This upset "A" and she started crying. The context of the problem was that "N" often tries to dominate other children during play.
The document discusses activities to develop creativity and fluency in young children. It focuses on the technique of brainstorming, which involves generating many ideas in response to a prompt without evaluation. Three levels of brainstorming activities are described corresponding to ability levels of toddlers, preschoolers, and young school-aged children. The activities aim to nurture children's creativity by valuing their ideas and showing them their contributions are important. Regular practice of brainstorming can help develop fluency, defined as the ability to readily generate many possible solutions or ideas.
This document provides biographies of several faculty supervisors for the Early Childhood Education program at Centennial College. Each supervisor outlines their experience in early childhood education, philosophy of teaching and learning, and role supporting students in field placements. They emphasize the importance of providing enriching learning environments that foster children's development and meet their individual needs through play-based learning.
The document summarizes an observation of children ages 3-4 playing with blocks at the Centennial College ECE Centre. During the observation, a child named IS asked the observer to help build a tall block tower. Several children worked together to build the tower, which fell over. Some children expressed disappointment but agreed to build another tower. The observer noted developmental cues like the children's use of palmer grasp and ability to handle changes with control when the tower fell.
This document discusses the importance of play for children's development. It states that play is how children learn about the world, develop new skills and relationships. The document provides tips for caregivers to support play, such as providing a variety of safe toys and maintaining a routine that includes active play. It also outlines common stages of children's play and gives examples of age-appropriate activities for infants, preschoolers and school-aged children.
Centennial college early childhood education curriculum1Ericajaddoh
The document summarizes an observation and curriculum project focused on tigers conducted with preschool-aged children. The observer noticed the children's interest in tigers during play and developed a week-long curriculum to further explore tigers. The curriculum included activities like painting a jungle, making tiger masks, reading a sensory book about tigers, completing a tiger puzzle, comparing paw prints to hands, and dramatic play with animal masks. The children seemed engaged in each activity and learned about tigers' appearance, habitat, and behaviors.
The document summarizes an observation of children playing with blocks at a childcare center. It describes the children building a block tower together and their reactions when it fell over. Possible developmental cues are listed, such as the children using palmer grasps to hold blocks and being able to focus on the task. A proposed follow up activity is then outlined, where the observer would lead a small group experience exploring different blocks. The observer discusses introducing and guiding the activity, including setting limits, modeling behaviors, and providing a warning before concluding. The children seemed interested in further exploration of blocks. The observer believes the inquiry process would work well with this topic since the children showed interest and there is space, time and materials to explore blocks.
The observer witnessed an interaction between herself and a toddler named Evelyn. Evelyn pulled the observer's hair twice while she was reading a story to the children. When confronted by the observer, Evelyn cried and falsely claimed the observer hurt her arm. The early childhood educator was called over and had Evelyn apologize to the observer. The observer accepted the apology but emphasized the importance of always telling the truth.
The children "N" and "A" were engaged in pretend play in the dramatic play area. "N" told "A" that she had to be the child while "N" was the mom. When "A" tried to serve her own pretend food, "N" removed it from the table and said only her food was allowed. This upset "A" and she started crying. The context of the problem was that "N" often tries to dominate other children during play.
The document discusses activities to develop creativity and fluency in young children. It focuses on the technique of brainstorming, which involves generating many ideas in response to a prompt without evaluation. Three levels of brainstorming activities are described corresponding to ability levels of toddlers, preschoolers, and young school-aged children. The activities aim to nurture children's creativity by valuing their ideas and showing them their contributions are important. Regular practice of brainstorming can help develop fluency, defined as the ability to readily generate many possible solutions or ideas.
The document summarizes a reflective practice guidance log. It describes an incident where Child A climbed onto a chair and stood up, putting himself in danger of falling. The educator chose to use the strategy of redirection through diversion and distraction to guide Child A to a safer activity. The educator distracted Child A from the dangerous behavior and substituted a safer toy to play with to redirect him. The log reflects on ensuring the children's safety by closely supervising them and being prepared to redirect unsafe behaviors.
The document discusses the importance and benefits of play for children's development. It states that play is how children learn and mature as they grow. It then describes various values of play, including physical, intellectual, moral, creative, therapeutic, and social benefits. It also categorizes types of play based on social characteristics and content, ranging from unoccupied behavior to cooperative play. The document emphasizes that play is essential for children's well-being and learning.
This self-evaluation summarizes the student's completion of an assignment observing guidance strategies used with children. The student observed children in different situations over multiple dates, applying various strategies. They felt their strengths were sincerity and depth in observation. They gained knowledge about guidance techniques from their professor, textbooks, and observing experienced educators. Completing this assignment helped the student better understand applying theoretical guidance approaches in real settings and how it will support their future goal of becoming an early childhood educator.
This reflective practice guidance log describes two incidents involving toddlers ages 17-18 months. In the first incident, two toddlers fought over a toy and one became upset when it was taken away. The teacher ignored the upset behavior, which was an appropriate strategy, and the toddler calmed down on their own. In the second incident, two toddlers began climbing bookshelves during free play. The teacher redirected them by telling them their feet belong on the floor, which the toddlers responded well to. The teacher's strengths are using appropriate guidance strategies, but could improve by being more preventative to avoid situations in the future.
The document describes three observations of children's behaviors and the guidance strategies chosen to address them. For the first observation of a resistant sleeper, the strategy of ignoring the behavior while soothing the child was used, and the child eventually fell asleep. In the second observation of possessive behavior, re-direction was used to explain sharing and have the children take turns with the toy. For the third observation of a fussy eater, the choice strategy was used to give the child flexibility in choosing what to eat rather than pressuring them.
The document describes a student teacher's curriculum project on leaves based on observations of preschool children. The project involved 6 planned activities centered around leaves, including sorting leaves by color, exploring leaves' textures by putting them in water and sand, comparing leaf colors and shapes, making leaf crafts, pretending to be squirrels collecting leaves, and dancing to leaf songs. The goals were to enhance the children's development in various domains like cognitive, physical, social, emotional and language skills through hands-on exploration and investigation of leaves.
Diane Smith and Nicky Pitman from Richmond Childminding Association (richmondca.org.uk) present the benefits of messy play, with practical tips on how to provide messy play from easy to find resources. The presentation also contains the relevant links to the EYFS.
The document describes a student's weather project for a preschool class, including observations of children's interests and behaviors related to weather, activities done with the children to learn about weather like blowing leaves and identifying clouds, and a rationale for choosing the weather topic based on the developmental stages of the preschoolers.
The document contains a reflective practice assignment submitted by a student named Khiara Remedios G. Albaran. It includes two guidance logs summarizing interactions with children during free play activities. In the first log, the student redirects a child named Jacob who interrupts another child's activity by distracting him with a new toy. In the second log, the student prevents a conflict over a toy between Mark and Mary by redirecting Mark to a duplicate toy. The student reflects on displaying confidence, controlling emotions, and having duplicate materials available to effectively guide the children's behaviors.
This document summarizes Courtney Oates' learning portfolio for the course Foundations of Curriculum. It discusses key topics around play and curriculum, including what play is, the importance of play, characteristics of play, influences on play and learning, the process of play, and how the environment contributes to play and learning. It also defines curriculum and discusses how Courtney's understanding of curriculum has changed through her experience in her placement at Conestoga.
The children were playing outside when a disagreement arose over which game to play. John did not want Athene to play with them and told Bavyansh not to play with her. The teacher used active listening to have each child express their perspective. This allowed John to understand that Athene can choose her own games and friends. The children then separated amicably to play different games, coming back together later to play catching. The teacher reflected that the solution went well but could improve by better understanding each child's temperament.
This document outlines the agenda and learning objectives for four sessions on creative play activities. The sessions cover topics like defining creative play, messy play, imaginative play, and music/dance. Learning activities include painting to music, discussing play experiences, planning role play areas, and making musical instruments. The document emphasizes that creative play supports children's development in many areas and encourages setting up environments where children can explore their imagination freely.
Why Educational Toys are so Important for Children Tactical Edge
An educational toy is any toy that provides a child with an opportunity to learn – it effectively stimulates learning. It can help develop a particular skill, or teach a child about a particular thing. It also, most importantly, provides fun. Know why educational toys are so important for children.
Young children may experience difficulties like stomach aches, headaches, trouble sleeping or angry outbursts due to uncertainty and lack of ability to express emotions during the coronavirus outbreak. Providing structure, 1:1 time, mindfulness activities, play, movement breaks and learning opportunities can help support children's emotional wellbeing. Examples given include teddy breathing, playing an "anything can be anything" game, making movement cards and writing notes to teachers. Further resources on explaining coronavirus and relaxation techniques are also provided.
The document discusses planning and developing an early childhood education curriculum. It states that curriculum should be developmentally appropriate, culturally responsive, and focus on the whole child. It provides guidance on curriculum foundations, organization, teaching strategies, technology use, facilitating social-emotional skills, and addressing current trends in early education standards. Effective curriculum supports child development through intentional planning and facilitation of learning.
The document outlines the key components of an early childhood schedule, including activity time, large group time, small group activities, outdoor time, cleanup, meals, and nap/rest time. It provides recommended time allotments for each. It also discusses guidelines for an effective schedule such as alternating active and quiet times, balancing child-initiated and teacher-initiated activities, considering the developmental level and group size of children, and being flexible.
The document discusses the goals, objectives, and methods of evaluation in early childhood education. It explains that goals provide an overall view of what children will gain, while objectives are more specific. There are different types of objectives like developmental, content, and behavioral. Regular observation of children through daily activities is important for assessment, with the goal of understanding children's development and improving teaching. Valid observations do not interfere with natural learning experiences. Evaluation monitors progress and helps with planning, and integrated assessment and curriculum are important.
This document discusses the project method approach to learning. It defines the characteristics of a project as being problem-based, goal-oriented, and planned and directed by students. Projects are classified into three types: those producing physical materials, developing abilities, and promoting intellectual development. Benefits of the project method include developing creative and logical thinking, individual growth, and cooperation. Criteria for selecting topics include educational value, feasibility, challenge level, and cost. Steps involve purposing, planning, executing, and evaluating.
The document discusses definitions and philosophies of curriculum. It defines curriculum as the experiences learners have under teacher guidance, including a set of objectives and content knowledge to acquire. Four educational philosophies are described: idealism focuses on ideas and intellectual development; realism emphasizes the physical world and basic skills; pragmatism sees learning as problem-solving; and existentialism prioritizes self-direction. The document also outlines philosophies that influence curriculum models like perennialism, essentialism, progressivism, and reconstructionism. Overall, the document examines how history and philosophy shape understandings of curriculum.
A child-centered curriculum focuses on developing students' individual qualities and interests rather than prescribed subjects. Teachers facilitate and support student-led learning as children determine the direction of their learning based on their natural curiosities. Children work with teachers to set learning objectives and are emotionally invested in their learning. The High/Scope educational approach views play as children's work where they construct their own knowledge through exploration and experimentation. A child-centered approach helps children become independent by allowing them to solve problems and develop skills through activities they find important. The teacher's role is to coach students to learn through personalized learning that places decisions in students' hands.
The document summarizes a reflective practice guidance log. It describes an incident where Child A climbed onto a chair and stood up, putting himself in danger of falling. The educator chose to use the strategy of redirection through diversion and distraction to guide Child A to a safer activity. The educator distracted Child A from the dangerous behavior and substituted a safer toy to play with to redirect him. The log reflects on ensuring the children's safety by closely supervising them and being prepared to redirect unsafe behaviors.
The document discusses the importance and benefits of play for children's development. It states that play is how children learn and mature as they grow. It then describes various values of play, including physical, intellectual, moral, creative, therapeutic, and social benefits. It also categorizes types of play based on social characteristics and content, ranging from unoccupied behavior to cooperative play. The document emphasizes that play is essential for children's well-being and learning.
This self-evaluation summarizes the student's completion of an assignment observing guidance strategies used with children. The student observed children in different situations over multiple dates, applying various strategies. They felt their strengths were sincerity and depth in observation. They gained knowledge about guidance techniques from their professor, textbooks, and observing experienced educators. Completing this assignment helped the student better understand applying theoretical guidance approaches in real settings and how it will support their future goal of becoming an early childhood educator.
This reflective practice guidance log describes two incidents involving toddlers ages 17-18 months. In the first incident, two toddlers fought over a toy and one became upset when it was taken away. The teacher ignored the upset behavior, which was an appropriate strategy, and the toddler calmed down on their own. In the second incident, two toddlers began climbing bookshelves during free play. The teacher redirected them by telling them their feet belong on the floor, which the toddlers responded well to. The teacher's strengths are using appropriate guidance strategies, but could improve by being more preventative to avoid situations in the future.
The document describes three observations of children's behaviors and the guidance strategies chosen to address them. For the first observation of a resistant sleeper, the strategy of ignoring the behavior while soothing the child was used, and the child eventually fell asleep. In the second observation of possessive behavior, re-direction was used to explain sharing and have the children take turns with the toy. For the third observation of a fussy eater, the choice strategy was used to give the child flexibility in choosing what to eat rather than pressuring them.
The document describes a student teacher's curriculum project on leaves based on observations of preschool children. The project involved 6 planned activities centered around leaves, including sorting leaves by color, exploring leaves' textures by putting them in water and sand, comparing leaf colors and shapes, making leaf crafts, pretending to be squirrels collecting leaves, and dancing to leaf songs. The goals were to enhance the children's development in various domains like cognitive, physical, social, emotional and language skills through hands-on exploration and investigation of leaves.
Diane Smith and Nicky Pitman from Richmond Childminding Association (richmondca.org.uk) present the benefits of messy play, with practical tips on how to provide messy play from easy to find resources. The presentation also contains the relevant links to the EYFS.
The document describes a student's weather project for a preschool class, including observations of children's interests and behaviors related to weather, activities done with the children to learn about weather like blowing leaves and identifying clouds, and a rationale for choosing the weather topic based on the developmental stages of the preschoolers.
The document contains a reflective practice assignment submitted by a student named Khiara Remedios G. Albaran. It includes two guidance logs summarizing interactions with children during free play activities. In the first log, the student redirects a child named Jacob who interrupts another child's activity by distracting him with a new toy. In the second log, the student prevents a conflict over a toy between Mark and Mary by redirecting Mark to a duplicate toy. The student reflects on displaying confidence, controlling emotions, and having duplicate materials available to effectively guide the children's behaviors.
This document summarizes Courtney Oates' learning portfolio for the course Foundations of Curriculum. It discusses key topics around play and curriculum, including what play is, the importance of play, characteristics of play, influences on play and learning, the process of play, and how the environment contributes to play and learning. It also defines curriculum and discusses how Courtney's understanding of curriculum has changed through her experience in her placement at Conestoga.
The children were playing outside when a disagreement arose over which game to play. John did not want Athene to play with them and told Bavyansh not to play with her. The teacher used active listening to have each child express their perspective. This allowed John to understand that Athene can choose her own games and friends. The children then separated amicably to play different games, coming back together later to play catching. The teacher reflected that the solution went well but could improve by better understanding each child's temperament.
This document outlines the agenda and learning objectives for four sessions on creative play activities. The sessions cover topics like defining creative play, messy play, imaginative play, and music/dance. Learning activities include painting to music, discussing play experiences, planning role play areas, and making musical instruments. The document emphasizes that creative play supports children's development in many areas and encourages setting up environments where children can explore their imagination freely.
Why Educational Toys are so Important for Children Tactical Edge
An educational toy is any toy that provides a child with an opportunity to learn – it effectively stimulates learning. It can help develop a particular skill, or teach a child about a particular thing. It also, most importantly, provides fun. Know why educational toys are so important for children.
Young children may experience difficulties like stomach aches, headaches, trouble sleeping or angry outbursts due to uncertainty and lack of ability to express emotions during the coronavirus outbreak. Providing structure, 1:1 time, mindfulness activities, play, movement breaks and learning opportunities can help support children's emotional wellbeing. Examples given include teddy breathing, playing an "anything can be anything" game, making movement cards and writing notes to teachers. Further resources on explaining coronavirus and relaxation techniques are also provided.
The document discusses planning and developing an early childhood education curriculum. It states that curriculum should be developmentally appropriate, culturally responsive, and focus on the whole child. It provides guidance on curriculum foundations, organization, teaching strategies, technology use, facilitating social-emotional skills, and addressing current trends in early education standards. Effective curriculum supports child development through intentional planning and facilitation of learning.
The document outlines the key components of an early childhood schedule, including activity time, large group time, small group activities, outdoor time, cleanup, meals, and nap/rest time. It provides recommended time allotments for each. It also discusses guidelines for an effective schedule such as alternating active and quiet times, balancing child-initiated and teacher-initiated activities, considering the developmental level and group size of children, and being flexible.
The document discusses the goals, objectives, and methods of evaluation in early childhood education. It explains that goals provide an overall view of what children will gain, while objectives are more specific. There are different types of objectives like developmental, content, and behavioral. Regular observation of children through daily activities is important for assessment, with the goal of understanding children's development and improving teaching. Valid observations do not interfere with natural learning experiences. Evaluation monitors progress and helps with planning, and integrated assessment and curriculum are important.
This document discusses the project method approach to learning. It defines the characteristics of a project as being problem-based, goal-oriented, and planned and directed by students. Projects are classified into three types: those producing physical materials, developing abilities, and promoting intellectual development. Benefits of the project method include developing creative and logical thinking, individual growth, and cooperation. Criteria for selecting topics include educational value, feasibility, challenge level, and cost. Steps involve purposing, planning, executing, and evaluating.
The document discusses definitions and philosophies of curriculum. It defines curriculum as the experiences learners have under teacher guidance, including a set of objectives and content knowledge to acquire. Four educational philosophies are described: idealism focuses on ideas and intellectual development; realism emphasizes the physical world and basic skills; pragmatism sees learning as problem-solving; and existentialism prioritizes self-direction. The document also outlines philosophies that influence curriculum models like perennialism, essentialism, progressivism, and reconstructionism. Overall, the document examines how history and philosophy shape understandings of curriculum.
A child-centered curriculum focuses on developing students' individual qualities and interests rather than prescribed subjects. Teachers facilitate and support student-led learning as children determine the direction of their learning based on their natural curiosities. Children work with teachers to set learning objectives and are emotionally invested in their learning. The High/Scope educational approach views play as children's work where they construct their own knowledge through exploration and experimentation. A child-centered approach helps children become independent by allowing them to solve problems and develop skills through activities they find important. The teacher's role is to coach students to learn through personalized learning that places decisions in students' hands.
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
The Little People of Tomorrow PreschoolAshley Covington, Cassa.docxoreo10
The Little People of Tomorrow Preschool
Ashley Covington, Cassandra Fredrick, David Gould, Shannon Kline, & April Underwood
Preschool Age
Preschool boys and girls are between the ages of 2 to five years old. They are very active and curious.
The Preschool Classroom
A preschool classroom needs to be organized, and the materials need to be accessible to all children,
Safety is the number one priority when it comes to preschoolers.
The furniture needs to be oversized and cushy.
The classroom should be divided into centers that are labeled so the children will associate the word with the activity.
All centers need to be visually accessible
Preschool Centers
Preschools need a classroom that is inviting and safe for the children to explore. It need to be spacious and provides a lot of room for them to explore.
Diverse Population
Read books that contain diverse characters
Look at magazines and photos that contain different cultures
Play games and use dolls that are of different diversities
Watch shows or videos that feature diverse population
Allow guest speakers to come in and share with the students
Talk and introduce about other languages
Teach about Geography
Make different foods for them to try
Play dress up to different customs
Decorate your room to incorporate diversity
Language Development
We as teachers and most of all parents, must never assume that a child is a certain age is just like everyone else. If you are a parent and are concerned about your child’s development, speak to the teacher and also consult with your child’s primary care provider.
Developmental Activities for Preschoolers
Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to "fix" it. Count items pictured in the book.
Read to the child. Sometimes "reading" is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, "What's this?" and encourage naming and pointing to familiar objects in the book. Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech. The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for more than 150,000 members and affiliates who are audiologists, speech-language pathologists and speech, language, and hearing scientist.
...
The Little People of Tomorrow PreschoolAshley Covington, Cassa.docxcherry686017
The Little People of Tomorrow Preschool
Ashley Covington, Cassandra Fredrick, David Gould, Shannon Kline, & April Underwood
Preschool Age
Preschool boys and girls are between the ages of 2 to five years old. They are very active and curious.
The Preschool Classroom
A preschool classroom needs to be organized, and the materials need to be accessible to all children,
Safety is the number one priority when it comes to preschoolers.
The furniture needs to be oversized and cushy.
The classroom should be divided into centers that are labeled so the children will associate the word with the activity.
All centers need to be visually accessible
Preschool Centers
Preschools need a classroom that is inviting and safe for the children to explore. It need to be spacious and provides a lot of room for them to explore.
Diverse Population
Read books that contain diverse characters
Look at magazines and photos that contain different cultures
Play games and use dolls that are of different diversities
Watch shows or videos that feature diverse population
Allow guest speakers to come in and share with the students
Talk and introduce about other languages
Teach about Geography
Make different foods for them to try
Play dress up to different customs
Decorate your room to incorporate diversity
Language Development
We as teachers and most of all parents, must never assume that a child is a certain age is just like everyone else. If you are a parent and are concerned about your child’s development, speak to the teacher and also consult with your child’s primary care provider.
Developmental Activities for Preschoolers
Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to "fix" it. Count items pictured in the book.
Read to the child. Sometimes "reading" is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, "What's this?" and encourage naming and pointing to familiar objects in the book. Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech. The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for more than 150,000 members and affiliates who are audiologists, speech-language pathologists and speech, language, and hearing scientist.
...
This document provides an overview and instructions for using an Early Child Development kit containing various educational toys and activities. The kit is meant to help stimulate young children's development and provide coping activities during difficult times. The document explains how different toys can help children develop skills in areas like problem-solving, motor skills, language, and social skills. It provides guidance on forming activity groups and incorporating parents. Suggested activities are given for each toy tailored for babies, toddlers, and preschoolers. The goal is to help children continue learning through play even in stressful situations.
The document discusses activities to develop creativity and fluency in young children. It focuses on the technique of brainstorming, which involves generating many ideas in response to a prompt without evaluation. Three levels of brainstorming activities are described corresponding to ability levels of toddlers, preschoolers, and young school-aged children. The activities aim to nurture children's creativity by valuing their ideas and showing them their contributions are important. Regular practice of brainstorming can help develop fluency, defined as the ability to readily generate many possible solutions or ideas.
This document discusses schemas in early childhood development and how they inform play-based learning. It defines schemas as patterns of behavior that help children explore and understand how things work. The roles of adults and environment quality are examined, with emphasis on observing children's play, being responsive to their interests, and providing open-ended resources to support different schemas like transporting, enclosing, and connecting. Engaging families is also presented as important for sharing knowledge of schemas between home and early learning settings.
Modyul 3 sub modyul 2.3 paksa 2 tips in facilitating sessions with childrenDhon Reyes
This document provides tips and techniques for facilitating discussions with young people about their communities. It emphasizes engaging youth in a way that empowers them and respects their perspectives. Facilitators should be aware of participants' energy levels, safety, and potential sources of tension. Creative methods like drawing, drama, photography, and "body maps" can help elicit youth views in an enjoyable, non-threatening way. The goal is for youth to feel listened to while expressing complex thoughts on issues affecting their lives.
These are some benefits of enjoyment and play in kids' lives. If you are looking for a place, Preschool Cypress, CA, can be the right place for your child. Here, we are focused on kids' proper development and growth.
https://www.buenaparkmontessori.com/pre-primary-curriculum
This document provides an overview for a parent meeting on early childhood education. It includes summaries of what will be covered: early learning standards, lesson plans, developmentally appropriate practices, play and socialization, and assessment strategies. Sample lesson plans are also provided covering literacy, math, science, and creative arts. The teacher explains that regular communication with parents is important so they understand what is being taught. Methods like newsletters, notes, and meetings will be used to update parents on lessons and get their input.
"Chest of Secrets" - educational program for nurseries and primary schools (age 5-9) which helps to implement TOC Tools in the classroom.
Tools help children to develop thinking skills, critical thinking, logical thinking, solving problems, planning.
This document discusses child development across four domains - physical, cognitive, social, and emotional. It outlines typical development in each domain from infancy through age 5. Key aspects covered include motor skill development, cognitive stages, social competence milestones, and emotional development markers at different ages. The role of observation in understanding child development and informing appropriate activities is also emphasized.
The document discusses child development across four domains: physical, cognitive, social, and emotional. It notes that children develop at different rates in each domain based on factors like maturation, experience, culture, and experiences. Key aspects of physical development include gaining control of large and small muscles. Cognitive development involves how children's thinking skills develop as they progress through stages like sensorimotor and pre-operational. Social development refers to how children relate to others, while emotional development includes learning to recognize and express feelings.
Kids are constant learners and are always hyperactive. In preschools, they learn about themselves and the world by the means of various fun activities. They get indulged in finger painting to unleash creativity and dance improves their motor skills. See this slideshow for the creative & fun activities of children in preschools.
Playing with Intent discusses the importance of play for child development. It highlights that play is a child's natural language and how engaging in play helps parents understand and support their child's growth. The document provides developmental milestones and age-appropriate play suggestions from birth to age 4 to help facilitate children's physical, cognitive, language, and emotional development through play. The summary concludes that regular parent-child play time builds strong bonds and supports children's confidence, well-being, and social skills.
Updated training schedule and information newsletter for Cariño Early Childhood TTAP at the University of New Mexico. This newsletter is for 3rd quarter 2015-2016.
The documentation panel summarizes the children's learning experiences with leaves over several weeks. The panel includes photos of the children sorting and counting leaves, exploring leaves' textures by putting them in water and sand, using leaves as paintbrushes to make art, pretending to be squirrels collecting leaves for winter, making play dough leaves of different colors, and dancing wearing leaf headgear and waistbands. The panel also includes the rationale, KWHL chart, initial concept map, anticipatory concept map, and final concept map to show the children's developing understanding of leaves and their properties.
Running head Child and Adolescent DevelopmentChild and Ad.docxsusanschei
Running head: Child and Adolescent Development
Child and Adolescent Development
Lori Almazan
Dr. Sanchez
PSY104
08/09/2018
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Child and Adolescent Development
Child and Adolescent Development
I take this opportunity to express my gratitude to the city of Barton for giving an
opportunity to present my proposal on the Helping Hands Reach community center. This
proposal is designed to offer a community center for kids of all ages and their parents to be in a
position to learn together and communicate better. This is the era whereby technology is making
learning easier and more fun for the children of today. The center is dedicated to enhancing the
physical, cognitive, and social-emotional development of the children that join it. The center as
well offers babysitting and child care services, including early opportunities. The center provides
care for infants and toddlers up to 2 years of age. But for preschooler’s ages 3 to 5 years and for
school-age children who may need care before and/or after school and on other days when
school is closed.
Age group 1 – infants
The infant room has activities to enhance the child’s eye-hand movement. The room will
be decorated with colors very attractive to the yes and decorations that will catch the attention of
the baby. The parent will engage in the activity of using various kinds of toys to play with the
infant. The toys are designed and aimed to teach the child different skills such as touch sound
and sight. The child will be in a position to observe carefully their mothers activity and imitate
them. This setting is structured to promote positive interaction between the child and the mother.
And it does not only enhance interaction, but also the child will be able to see how other children
and their mothers interact. Daily activities played in this room are games such as patty-cake and
peek-a-boo. Patty cake is teaching the child more than you think. The game helps the child to
develop language skills. Peek-a-boo, on the other hand, excites the infant’s senses, shapes gross
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Provocations and invitations_to_learning_in_the_early21VKOR
This document discusses creating provocations and invitations to learning in the early childhood classroom through inquiry spaces and possible worlds. It emphasizes viewing each child as capable and creative, and creating an environment and providing materials that support exploration and idea generation. Teachers are encouraged to start with children's questions and interests, gather open-ended natural materials, and set up activities with mirrors and loose parts to spark curiosity, discussion, and new ideas. Provocations should invite investigation and collaboration between children and teachers.
3. SET UP FOR ROTATION SCHEMA
Schemas are the child’s pattern of behaviours.
They provide educators an opportunity to find out the child’s interests .
A child may display more than one schema at certain times.
Educators must support child’s schemas to promote play based
learning. (MacDonald,2016).
6. Rotation Schema
Children are fascinated by car wheels or anything that is round.
The rotation inspires them and they get curious about it.They
like to spin their bodies as well as toys and objects, like hoola
hoops. Fast ,circular or spinning movements could “wake” a
child up and through these rotations they further develop
neuron pathways and connections in the brain, to enhance
their cognitive abilities(MacDonald,2016).
7. Rotation Schema
The children at my placement love to spin car wheels
The rotation inspires them and makes them curious. They also dip the car
wheels in paint before they move them on paper, in order to observe their
movements.
8. The Significance
of Schemas
Schemas provide the
educators an opportunity
to find out the child’s
interests in order to
implement relevant
Learning Activities.
9. Experiencing Schema
on a Rotating Plate
WOW , this was fun.
The child was so inspired by the
Rotating Movement of the plate
And marks he made upon the surface
of glossy paper that he tried to use
both turquoise and violet markers at
the same time ,out of curiosity.
What Went Well ?
10. Future Extensions
Based on my observations of the children , Next time I am planning to join two, three, or
more markers together with the help of a rubber band so that the toddlers could have an
easy grip while exploring their rotation schema.
Next, due to their interest in train and cars, I would cover the train track with paper (with
dabs of paint)and would allow the children to move and rotate the trains on them leaving a
spectrum of colours behind them.
Rotation in Action
16. Piaget’s Schemas
Accommodation, Assimilation, and
Adaptation
As these young children are in the
sensory motor stage of Piaget ,they are
exploring schemas. Hence, they should
be given an opportunity to develop
tactile, auditory, and visual learning
through sensory experiences while
manipulating objects to explore the
world around them (MacDonald, 2016).
19. What Went Well ?
I was a bit nervous while implementing this sensory activity,as I was not
Sure of the Children’s response. To my amazement it proved to be a great
hit and almost instantly all the
Toddlers were drawn towards this activity.
The Children thoroughly enjoyed the learning experience on the
Table as well as on the floor
They also enjoyed drawing images on the soft paint surface by pressing their
Fingers hard on top of it.
20. Extensions
Next Time I would like to do this activity in a different way by
pasting the zip lock bags with paints inside them
On a clear glass window or thick plastic sheet. The light passing through would
Therefore create a more pleasing effect of opaque and transparent areas.
Next, I would let the children play with them and draw images
Just the way they want to.
24. Physical
Development
As the children punched out
interesting shapes ,they increased
their muscle strength and gross and
fine motor skills.
Punching out different shapes also
enhanced their “Hand and Eye”
coordination.
While striving to pick up punched
shapes with their little fingers ,they
further enhanced their fine muscle
skills.
25. Holistic Model of
Child Development
During this process ,within the physical
domain ,the child was able to hold his
brush with fingers and therefore developed
his (small muscles)fine motor skills . By
using whole arm movements to punch
shapes and apply paint he further
developed (large muscles) gross motor
skills.
The children also developed an
understanding of negative and positive
spaces and contrasting colours. By
communicating with each other to do
problem solving, the child further
developed his social and cognitive skills.
Hence, the activity promoted the holistic
model of child development.
26. Significance of the pincer grasp
Pincer grasp enables the young child to pick up
small objects, using forefinger and thumb.
Pincer grasp helps the child develop a mature
palmer grasp around the brush, crayon or
pencil.
Pincer grasp greatly helps the child to develop
writing skills.
Working with small objects helps the child
develop pincer grasp or fine motor movements
much faster.
27. In the “Physical Domain,”the child strengthened fine and gross motor skills while applying paint on
the paper (Best Start Expert Panel on Early Learning, 2007).
During this activity the child
developed a variety of skills like,
Whole arm movements
Some wrist motions
Hand and eye coordination
Manual dexterity
Sensory awareness
Palmer and Pincer grasp
Physical development includes manual dexterity, hand and eye
coordination, gross and fine motor skills.
28. Esther Helen’s
Dynamic System’s Theory
Four conditions required for fine motor
development :
•Environmental Support Skill
•Physical Support Abilities Development
•Nervous System Development
•The goal
For instance, a child first gets inspired by a
toy(indicating nervous system
development),next is looking for a suitable
environment. Then he moves to get that
toy through physical ability to achieve the
desired goal ,that is the toy.
Motor development is an active process
and all these things are essential for motor
development(Santrock,2013).
29. Sometimes we underestimate the strengths
of the young children. Initially I was wondering
whether they would be able to press the little
punches hard enough to get punched shapes.
But, it seems they took it as a challenge and
really did a wonderful job, especially the
senior toddlers. For junior toddlers playing
around with colours while using the fan brush
and foam rollers proved to be a lot of fun.
What Went Well ?
30. As the children demonstrated their interest in the
Small punches ,next time, I would let them
make greeting cards .To decorate those wish
cards I would encourage them to use punched out
butterflies, birds and shapes of their own choices.
This way they would further enhance their
Fine motor skills in the physical domain.
Future Extensions
33. Small Hands Can Help Big
Table Set Up
Materials: White papers and colours for hand prints
34. Helping the child to move away from
egocentricism
• Develop Empathy
• Be a good friend
• Always think how the other child feels
• Help your friends to clean up
• Share your toys and colours
• Hug a friend who is sad
• Say “You Care”
35. Developing Secure Emotional Attachments
Promote a feeling of trust and make the child feel safe and protected
36. Improving Emotional Intelligence
(Circle Time Discussion)
• Look at a picture book
• Listen to music
• Sing a song
• Breathe some fresh air
• Exercise
• Drink some water
• Think of your favourite things
• Remember“ I” Messages to express yourself :
• I feel sad when you push me because it hurts
Self-Regulation Skills for the child
when feeling sad or frustrated
38. WE CREATED A PEEKABOO FEELINGS BOX
It is from around two to four years of age that children start to
display a rapid theory of mind, their personal likes and dislikes
and “Object Permanence.”At this stage they develop
understanding that objects and people continue to exist even
when they cannot see them.
It was amazing to see how children
enjoyed looking at the feeling box.
As they smiled and imitated
emotions and feelings, They looked
into the mirror, identifying their
different facial expressions. The
first emotion they wanted to see
was of “Happiness” on their face
According to Piaget “Object
Permanence” is fully attained
by the child at the age between
18 to 24 months. However,
according to latest research
they say it could even start at
an earlier stage as well (Class
notes, 2016).
40. What Went Well ?
This activity was extended from two to three weeks. Because , discussing emotional feelings
And self regulation does not happen overnight. It requires devotion,
Time to understand emotions and how to manage them effectively.
I was having a little chat with children, about identifying different
Emotions on the feeling box when I heard a young child crying. As I
approached her and enquired why was she sad ,she said nothing and
Kept on crying. Right at that time I turned the small mirror towards her face
And said, “Look You Are Sad.”
Surprisingly, as she looked into the mirror, she started giggling and laughing
at her own image, and so did everyone else.
41. Future Extensions
During this activity, I observed that mostly children
Were taking interest in describing their happy and sad
moments and how to make their friends happy if they are
feeling hurt.
My next in relevance to that would be to ask children
To find ways how to make a friend happy.
For instance, I would ask them, your teddy bear got hurt
And is crying ,”What You Gonna Do ?” to make him happy.
Further, I would also read them story books about
Feelings , emotions and empathy.
Expression, engagement, well-being and and a sense of
belonging is essential for every child to succeed in life
(Ontario Ministry of Education,2014).
44. Match The Colours and Sort Shapes
Materials: Plastic Eggs,Plastic blocks,Artificial Flowers,Wooden
Block Shapes, Coloured Bristol Boards, Yellow Fuzzy
Bunny,Two Piece Shape Puzzles,Paper Plates
45. The Set Up
for Cognitive Activity
The Set Up was initially on the table ,and later we moved it to
the carpet area for children’s convenience
Cognitive development greatly depends on security and
attachment. Therefore, the educators must strive to create a
feeling of trust and secure base for kids to explore from.
49. Learning Objective
Within the Cognitive domain, the
child learned to sort objects
by colour, size and shape
(Brigance, 2013, F5-1, p. 25).
Such activities promote
Problem solving and memory skills.
50. What Went Well ?
Initially we started this activity on the table. However,
as the children were taking more time wrapping it up
quickly was not an appropriate idea .Therefore we
decided to take the activity to the carpet area.
It was such an amazing experience for children that
they kept on playing with the colours and shapes for
another half an hour.
51. Future Extensions
Keeping in mind how much the children enjoyed
Engaging in the activity while sitting in the carpet area , I have
decided to plan my next activity on the carpet area,where
The children would be encouraged to build their
Own houses of blocks . To do so they would choose their
favourite colours and would match the objects of
similar colour to their houses.
56. Focus on Art
Stampers could be inserted in the melted crayons and would
create a wonderful surprise for children, once the crayon gets finished.
Further, stampers would provide a good grip over
Crayons while colouring, to enhance their fine motor skills.
58. “It’s All in The Process”
VARIATIONS
These crayons could create fine lines when using their edges
Or they could be applied flat to cover broad areas.
SAFETY
Non Toxic Multicolour Crayons have been used throughout the process.
Once the process of mark making with crayons was over , the art work was covered with
Layers of paints through Pouring paint. For this purpose, plastic cups, soft squeeze bottles or funnels could be
provided to Children offering them more choice of materials.
59. Scribbles and Mark Making
By the second birthday, children can scribble. Scribbles represent the earliest form of drawing.
Every form of graphic art, no matter how complex, contains the lines found in children’s artwork,
which Kellog calls the 20 basic scribbles. These include vertical, horizontal, diagonal, circular, curving,
waving or zigzag lines and dots(Santrock, 2013).
Convenience of Home Made Crayons
Crayons are durable, dependable, inexpensive and readily available everywhere.
Black crayons could be used to create sharp contrasts, bold images, and resist paintings.
They come in a wide variety of colours.
The leftovers could be melted and shaped again in mini muffin trays.
Crayons provide children a great variety of choices if shaped in different ways.
As they finish their work, the children should be encouraged to participate in
the clean up activity.
Focus on Art
60. According to my observations, the children were more responsive to artistic
activities during free play time in the morning. So the early hours of the day
greatly helped them stay energetic. They were inspired to see the colours and
curious to explore art materials. As the children were showing enthusiasm they
created more vibrant artworks which were truly a feast for the eyes.
They took great pride in their work and said, “I will give it to my mommy and
daddy.” Hence, it enhanced their Self-Esteem.
Next,they developed their imaginative and problem solving skills as well.
They were eager to hold the crayons from different angles, and carefully
observed and felt their textures, as well as, the flow of colours.
Piaget believed that knowledge is functional and children actively construct it
through their interactions with materials and by observing changes, like while
mixing colours (Class notes, 2016).
So What Went Well During The Activity ?
61. Extensions
• Something interesting that happened during this art activity was that while
making marks with the crayons on papers ,some of the children started to
create marks on the surface of table cover. Therefore, my goal for the next
activity would be to let them create on large size textured surfaces to draw
and paint upon , like wood , textured papers , fabric, or even sand paper, to
explore a wide range of art mediums of their own choice.
• Further, due to their interest in rotation, I intend to provide them a large
size rotating plate so that a group of three or four children could engage in
a collaborative art activity in future.
• Visual Display of the Kid’s Creations could be given a caption, like “Kid’s
Wall Of Fame”and exhibited in the hallway for parents to enjoy.
63. The Toddlers at my placement repeatedly drop the same objects on the
floor to hear the sounds it makes. That reflects their interest in sounds,
vibrations and music.
A child that displays a trajectory schema, is interested in how things
work and how things move in this world .
They would quite often throw, bang, drop, climb, jump or even play
while splashing water to figure what sound they produce.
For young children it becomes an enjoyable play pattern to explore this
schema repeatedly.
By Repeating their actions the children are trying to make sense of their
world and develop their memory skills as well (Class notes, 2016).
Trajectory Schema:
64. Keeping the interests of children in mind , I decided to make Maracas and Rain Makers
With them.This made them discover that they could make things happen and create music.
Focus on Music
“Cause and Effect”
Maracas that light up with a gentle touch and
those with lentils inside to create rhythmic soft music.
“Percussion Instrument”
The musical rhythms are produced
by the percussion of grains hitting against each other gently.
67. Rain sticks
could be combined with several other
home made instruments to create interesting sounds
By using a really long tube like that from a wrapping paper roll children could make a king size rain stick
the sound of which they would love to explore. They can further decorate it with cellophane or textured papers.
They could even use paints, crayons and markers to create a mixed media art on the cover of rain stick.
68. Many types of Drums could be made from
Empty Cookie Containers
69. Rain Sticks and Hand Made Maracas
Were a big hit among children
Musical Elements:
Dynamics(Soft and Loud) Tempo (Slow and Fast) Pitch (High and Low)
Make the singing activity a fun to learn experience for young children by adding musical elements.
They could chant short and simple series of words in unison, from a carefully selected list of
developmentally appropriate songs .
73. The children used their own hand made “Rain Sticks” and “Maracas” as musical instruments, while singing songs.
This musical instrument making activity greatly enhanced social skills as they interacted with each other in a friendly
manner. They kept on running around in circles, shaking their instruments for quite some time.
During this activity, while singing songs, children exchanged smiles, nodded, wiggled their fingers, crawled to see
visuals and clapped their hands to express feelings of happiness. Therefore, they also developed their physical and
social emotional skills(Class notes, 2016).
According to Vygotsky “Social Interaction” at a young age ensures success in life later,as the child grows up.Hence, it
is very important for the young children to develop this skill. (Santrock, 2013).
Music is well suited to address the wonderful diversity of children coming from different cultures as they tend to
express themselves freely during musical activities( Edwards, 2013).
What Went Well ?
74. Extensions
And what would I do differently next time –
Cooperative Freeze Game. As I observed the children’s interest in being
physically active and in music. Next, I will create a musical freeze game.
The children while running will listen to the music and would instantly stop
when the music stops.
Further, I would prefer to give the children “More Time” to create their
own little “Rainsticks”, with a different kind of decorative covering
technique. Or they could paint them as well. Next, they could choose the
grain of their own choice to fill inside. This way they would take more
interest in the activity and it would further enhance their sense of pride.
Educators must help the children achieve. Achievement could also improve
a child’s “Self-Esteem”(Santrock,2013).
75. Safety First
Safety is always my first priority while planning learning activities
for young children. A Safe and Secure environment encourages
the child to explore the world around him as he moves forward in
the journey of learning and acquiring knowledge.
76. Diversity, Equity and Inclusion Promote Respect
which is an integral part of Emergent Curriculum
77. Diversity
People from different countries are like
a rainbow of colours .They reflect the beauty of
flowers , individual and unique in their own
special way. The world today is all connected
through the amazing technology and we have
become like one “Global Family”
80. The patterns of behaviour a child is displaying or the schemas that are being explored
must be considered by the educators , prior to planning and implementing play based
learning experiences. Because all these schemas
demonstrate the child’s interests , fascinations, and inspirations.
Schemas
81. – Trajectory – an interest in how objects and people move, and how children can affect that movement (children often likes to
run around, throw things, drop things, play with balls, jump, play with running water, building and pushing things in straight lines,
draw straight lines)
– Rotation – an interest in things which turn (children often play with wheeled toys, stir, mix, roll balls, play with round objects,
draw circular marks.)
– Enveloping – an interest in covering and wrapping up objects or themselves or in putting things inside bags, baskets and
containers (children often hide objects, dress up, paint over pictures they created)
– Enclosing – an interest in creating and/or occupying enclosed spaces. It can be seen in children’s actions as they create
structures in which they sometimes enclose themselves or objects (children often play inside boxes, make dens under the table,
hide toys underneath bed)
– Connecting – an interest in fastening and joining things together and in taking them apart (children often join things using
string or rope, use glue to stick things together, take toys apart, play with trains and tracks)
– Positioning – an interest in carefully placing objects or themselves in patterns or rows (children often line-up toys, walk on
lines, have their food laid out in a particular position or pattern)
– Transporting – an interest in moving themselves around and in transporting objects (children often carry bags, push prams,
play games that involve going on a journey, explore maps and different means of transport)
_ Orientation_ is about looking at things from different angles and perspectives. Such kids want to be picked up because they
want to see what the world looks like from up there(Class notes, 2016).
Schemas
82. Reflections
Combining pedagogy with
practical experience has been
an amazing learning
experience for me, in
relevance to the field of Early
Childhood Education. I am
greatly thankful and give all
the credit to my professors
for sharing their wonderful
Professional knowledge
within these years. Without
your help it would not have
been possible.
83. Reflections
Sustaining Reflective Practice
It is of significant importance to
discuss ideas with like-minded people.
By brainstorming , and sharing comes new
ways to think about what children are
doing and to find meaning in their
work that may otherwise go
Undiscovered (Stacy,2009).
Be concerned about the quality of
development in each stage. Don’t rush
infants and toddlers to reach
developmental milestones
(Gonzalez-Mena, & Eyer, 2015).
84. References
Best Start Expert Panel on Early Learning. (2007). Early learning for every child today: A framework for Ontario early childhood settings. Toronto, ON: Ministry of
Children & Youth Services.
Brigance inventory of early development III. (2013). North Billerica, A: Curriculum Associates, LLC.
Edwards, L. (2013). Music and Movement : A way of life for the young child (7th ed.). Toronto,
ON: Pearson Education Canada.
Gonzalez-Mena, J., & Eyer, D. (2015). Infants, Toddlers, and Caregivers: A curriculum of respectful, responsive, relationship based care and education (10th
ed.). Toronto, ON: McGraw-Hill Ryerson.
Notes also have been retrieved from the class of ECE 313 NAA, Winter Semester,2016 by Professor Jean MacDonald .
Ontario Ministry of Education. (2014). How does learning happen? Ontario’s pedagogy for the early years. Retrieved September 2, 2015, from
https://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf
Santrock, J. (2013). Children (12th ed.). Toronto, ON: McGraw-Hill Ryerson.
Stacy, S. (2009). Emergent Curriculum in early childhood settings: From theory to practice (1st ed.). Toronto, ON: Monarch Books of Canada.