This document provides a catalog of activities for the Comfyland Experience. It describes sections for music, senses, and cognitive development. The music corner includes percussion, xylophone, bells, and piano activities. The senses corner focuses on sight, touch, and hearing through optical spinners, texture games, and more. The cognitive corner has puzzles, shapes games, and other activities to develop thinking skills. Additional offerings include a Comfy column and car with educational software, as well as a mirror column. All activities meet high safety standards.
Jakob is a curious and engaged learner who is developing important skills. He enjoys exploring books with textured pages, making discoveries with musical instruments, and building towers with blocks. Jakob is growing in confidence and independence, such as feeding himself, and shows satisfaction when accomplishments are acknowledged. He interacts well with others and explores his environment through play.
This activity teaches children to identify textures through touch. Children feel different textured boards with one hand and match each board to the corresponding textured card. The textures include smooth cotton, rough corduroy, and velvet. By matching boards and cards, children develop tactile senses and the concepts of same and different. The teacher first demonstrates the activity and then children work independently to match textures, with self-correction. The goal is for children to differentiate between various textures and identify textures as rough or smooth.
Proyecto relajación, educación emocional y valorescpfontes
This document outlines an educational program called "Relaxation, Emotional Education and Values" implemented at a school. The program aims to [1] teach students strategies for managing their emotions, promoting well-being, friendship and creativity. It involves various classroom activities like breathing exercises, storytelling and mandala drawing. [2] Teachers and parents participate by learning concepts and creating joint activities to experience different relaxation techniques. [3] The goal is for students, teachers and parents to better understand and control emotions, develop empathy and improve personal relationships.
The document summarizes an early childhood education project on shopping conducted with a group of children ages 2.5 to 5. The project was inspired by observations of the children playing in the dramatic play area and showing interest in shopping. Over several weeks, the children participated in various activities related to shopping like exploring pumpkins, role playing at a miniature grocery store, learning patterns with marshmallows, and more. To conclude the project, the children enjoyed a story about shopping and made a collage with pictures from the activities and captions in their own words. An evaluation found the children learned concepts like colors, shapes, roles, and healthy eating through the hands-on shopping-themed experiences.
The document summarizes an anecdotal observation of three children, ages 3-5, playing in the dramatic play area of a YMCA childcare center. It notes the children pretending with fruits and vegetables, expressing preferences, and negotiating use of props. Developmental cues observed included pretend play, fine motor skills, speech, social skills, and independence. The center focuses on emergent curriculum.
The document describes an observation of children engaged in dramatic play baking activities in the preschool room. It notes the children's interests in mixing, cutting, organizing, matching, baking and cooking. The educator plans to support the children's inquiry into baking through supervised hands-on activities over the following weeks to develop their understanding of the baking process.
The student teacher observed that the preschool-aged children at Muppets Children's Centre were interested in leaves. To further explore this topic, the student planned a leaf fishing experience where the children would use magnets attached to strings to "fish" for paper-clipped leaves in a sand table. The experience was intended to support the children's cognitive, language, physical, and social-emotional development through sorting leaves by attributes and asking open-ended questions. The student teacher reflected that the children seemed engaged in catching leaves and comparing them, indicating the leaf exploration was a successful experience and inquiry process.
Jakob is a curious and engaged learner who is developing important skills. He enjoys exploring books with textured pages, making discoveries with musical instruments, and building towers with blocks. Jakob is growing in confidence and independence, such as feeding himself, and shows satisfaction when accomplishments are acknowledged. He interacts well with others and explores his environment through play.
This activity teaches children to identify textures through touch. Children feel different textured boards with one hand and match each board to the corresponding textured card. The textures include smooth cotton, rough corduroy, and velvet. By matching boards and cards, children develop tactile senses and the concepts of same and different. The teacher first demonstrates the activity and then children work independently to match textures, with self-correction. The goal is for children to differentiate between various textures and identify textures as rough or smooth.
Proyecto relajación, educación emocional y valorescpfontes
This document outlines an educational program called "Relaxation, Emotional Education and Values" implemented at a school. The program aims to [1] teach students strategies for managing their emotions, promoting well-being, friendship and creativity. It involves various classroom activities like breathing exercises, storytelling and mandala drawing. [2] Teachers and parents participate by learning concepts and creating joint activities to experience different relaxation techniques. [3] The goal is for students, teachers and parents to better understand and control emotions, develop empathy and improve personal relationships.
The document summarizes an early childhood education project on shopping conducted with a group of children ages 2.5 to 5. The project was inspired by observations of the children playing in the dramatic play area and showing interest in shopping. Over several weeks, the children participated in various activities related to shopping like exploring pumpkins, role playing at a miniature grocery store, learning patterns with marshmallows, and more. To conclude the project, the children enjoyed a story about shopping and made a collage with pictures from the activities and captions in their own words. An evaluation found the children learned concepts like colors, shapes, roles, and healthy eating through the hands-on shopping-themed experiences.
The document summarizes an anecdotal observation of three children, ages 3-5, playing in the dramatic play area of a YMCA childcare center. It notes the children pretending with fruits and vegetables, expressing preferences, and negotiating use of props. Developmental cues observed included pretend play, fine motor skills, speech, social skills, and independence. The center focuses on emergent curriculum.
The document describes an observation of children engaged in dramatic play baking activities in the preschool room. It notes the children's interests in mixing, cutting, organizing, matching, baking and cooking. The educator plans to support the children's inquiry into baking through supervised hands-on activities over the following weeks to develop their understanding of the baking process.
The student teacher observed that the preschool-aged children at Muppets Children's Centre were interested in leaves. To further explore this topic, the student planned a leaf fishing experience where the children would use magnets attached to strings to "fish" for paper-clipped leaves in a sand table. The experience was intended to support the children's cognitive, language, physical, and social-emotional development through sorting leaves by attributes and asking open-ended questions. The student teacher reflected that the children seemed engaged in catching leaves and comparing them, indicating the leaf exploration was a successful experience and inquiry process.
Children will explore objects that float and sink in water. They will test different materials like paper, wood, sand, soil and gravel to see if they float or sink. The children will also build boats out of materials and test how many marbles it takes to sink the boat. Finally, the children will make a graph to organize the results of their experiments.
The document describes Junnifer Villanueva's observations of preschool children eating fruits during snack time at Centenary Seven Oaks Child Care Centre where she was completing her placement. It notes the types of fruits served and developmental cues observed in the children's ability to identify colors, shapes, and answer questions about fruits. The document also includes a KWHL chart outlining activities to further explore the children's interest in fruits through sensory, art, science, dramatic play and language experiences.
This activity teaches children colors using a colors spinner and laminated cards with colored circles. The child spins the spinner and finds the matching colored circle. It helps children develop color recognition and matching skills. The document provides details on the learning objectives, materials needed, procedure, assessments, and tips for teaching the activity to 3-5 year olds.
The document discusses activities to help children learn about shapes, including collecting sticks to make shape frames, using different mediums to draw shapes, using objects to create shapes, playing find and seek in jelly, and using technology to recognize and record shapes around the nursery environment.
The document provides tips for creating an inclusive early childhood environment. It discusses arranging the physical space with clearly defined activity areas to promote independence. It also emphasizes the importance of accessibility, visibility, sensory factors, and thoughtful material selection. The goal is to set up a space that supports all children and their individual needs through arrangement, labeling, and consideration of sensory stimulation.
The document summarizes a student's observation of preschool children eating fruits during snack time at Centenary Seven Oaks Child Care Centre. The student observed that the preschoolers were served a variety of fruits like apples, bananas, oranges, and peaches. Most children were able to correctly identify the colors and shapes of fruits. The children enjoyed eating the fruits and often asked for more. The student created a KWHL chart to plan fruit-based activities exploring colors, textures, tastes, where fruits come from, and what can be made from fruits.
Building Toy Brands Through Intrinsically Engaging NarrativesBRAND AVIATORS
Did you know that toys act as masters of transformation, transition mediators, cosmic manipulators, vehicles for imagination, conscious illusions, psychic integrators, life balancers, outlets for aggression, conflict solvers, primal comforters, islands of happiness, guarantors of youth, rule breakers, revolution instigators, life framers, uncritical companions, objects of care, caregivers, psychological nourishment, silent companions, mind feeders, thought instigators, action generators, tools of development, means of self-assertion, laboratories of the possible, creation triggers, expressions of individuality, personality constructors, writers of our destiny, vital experiments, world reinventors, freedom inducers? Successful toys have the ability to create frenzy, euphoria, exhilaration, exultant joy, gaiety, gladness, and laughter that absorb us completely, intensively, and tumultuously. Understand the deep motives underpinning our toy buying behaviour and build toy brands and narratives that engage people at a profoundly human level.
Caroline Donoghue - Visual Pedagogy Project: Art and Diversity - Utilizing A...Hallie DeCatherine Jones
Caroline Donoghue - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
This document provides instructions for a matching colors learning activity for children ages 4.5 to 6 years old. The activity involves laminated color cards that children will independently arrange and match to felt cards of the same color. It begins with primary colors and adds secondary colors. The goals are for children to match and identify colors through hands-on learning. Progress and skills are informally assessed through observation during activities.
This document summarizes Izabela Andova's project exploring leaves with preschoolers. It includes documentation of art activities done with leaves, sensory exploration of leaves in water and sand, and dancing and singing while throwing leaves. Photos were displayed for parents to see what children were learning about leaves. Based on children's interest in falling leaves, Izabela planned developmentally appropriate activities to teach children about leaf texture, size, shape, and trees. As a celebration, Izabela reviewed the scrapbook with children and asked what they learned, finding that children recalled activities like dancing and exploring leaves in water, and knew leaves come in different sizes, shapes, and change colors in fall.
The document provides guidance for volunteers on planning educational activities for children. It recommends brainstorming ideas with educators, creating enduring themes lasting 2+ weeks, and designing a variety of guided and independent activities considering children's development. A sample weekly plan is given focusing on Latin America. Guidance is also provided on children's physical, personal, social, emotional and academic development to inform activity planning.
When choosing toys and games for children with hydrocephalus or spina bifida, it is important to consider not only what will provide enjoyment, but whether the toy will also help all round development.
The document discusses the use of logic and mathematical games in kindergarten education. It defines didactic games as games that combine fun with educational goals like language development, cognitive skills, social skills, and more. Examples are provided of logic games used with different age groups, like sorting shapes by attribute and guessing shapes from a magic bag. The conclusion states that didactic games are highly effective teaching methods that allow children to develop logical thinking and number skills through hands-on play.
The document discusses toys that are appropriate for children's development at different ages from 3 months to 8 years old. It provides examples of toys for each age group and describes how the toys help develop important skills. For 3 month olds, a sensory gym fosters sensory, gross motor, and fine motor skills. For 10 month olds, stacking blocks help with sensory skills, fine motor skills, and cause and effect understanding. A shape puzzle at 2 years old helps with physical, cognitive, and emotional skills.
This document discusses strategies for ensuring all students have opportunities to actively participate and express themselves in the classroom. It recommends incorporating a variety of learning activities that appeal to different learning styles, such as using games to make math concepts more engaging. It also suggests ways to include students who are shy, such as group projects that promote cooperation. Finally, it proposes celebrating diversity through activities highlighting different cultures, like a United Nations day parade, to foster unity among students from various backgrounds. The overall message is that providing airtime for each student through inclusive teaching methods allows all learners to achieve their highest potential.
This document discusses developing instructional materials. It explains that instructional materials allow students to learn on their own without an instructor. The designer's role varies depending on whether they are also the instructor. When developing materials, factors like existing materials, production constraints, and instructor facilitation impact media selection. Well-developed instructional packages include materials, assessments, and course information. Designers use tools and undergo rapid prototyping to create draft materials.
Teachers participated in an action research project exploring the Informed Learning model of embedding information literacy education into curriculum design. The project provided structure for ongoing professional development meetings over multiple terms. Teachers found benefits in collaborating with colleagues, sharing experiences of applying ideas in their classrooms, and reflecting on their practices. Participating in action research empowered teachers to try new approaches and be accountable to incorporating information literacy education in their teaching.
The document discusses the principles and guidelines for effective classroom demonstrations. It defines a demonstration as a public showing that emphasizes the merits of a concept or process. Key points include establishing rapport with students, avoiding assuming prior knowledge, and highlighting potential stumbling blocks. When planning, the demonstrator should consider the objectives, students' backgrounds, necessary materials, and time limits. During the demonstration, the presenter should sustain interest, check for understanding, and conclude with a summary. Effective demonstrations are prepared, focused, engage students, and are evaluated for achieving learning outcomes.
Types and Characteristics of Instructional MaterialsMarianne Beltran
This document provides an overview of different types of instructional materials that can be used for teaching, including readings, syllabi, assignment files, rubrics, and handouts. It describes each material's purpose and importance in education. For readings, it notes they are written materials intended to be read, and examples include textbooks, magazines, and newspapers. Syllabi outline course goals, objectives, schedules, and expectations. Assignment files allow teachers to assign and collect digital student work. Rubrics are scoring tools used to assess student performance. And handouts supplement teaching with paper resources.
This document discusses various modes of alternative education, including distance education, e-learning, synchronous and asynchronous learning, open learning, and home study. It provides definitions and examples of each type as well as the technologies used to enable different modes. Distance education focuses on delivering education to off-site students, while e-learning utilizes electronic technologies and aims to improve access and performance. Synchronous learning occurs when students learn at the same time in the same or different places, and asynchronous learning is self-paced and allows students to access materials on their own schedule. Open learning is a flexible approach designed to make education more accessible, and relies on course materials to drive the learning process.
Alternative delivery modes robertita fernando (1)Regie
The document discusses alternative delivery modes (ADMs) offered by the Department of Education in the Philippines to provide equitable access to education. It describes several ADMs including the Modified In-School Off-School Approach (MISOSA) which addresses issues like student congestion and absenteeism. MISOSA utilizes self-instructional materials, community schools, and involves students, teachers, and facilitators. The document also mentions the e-IMPACT system and provides principles and enhancements of the curriculum.
This document introduces a toolkit for creating inclusive, learning-friendly environments. It begins with a foreword emphasizing the importance of inclusive education in the Asia-Pacific region. It then acknowledges the many contributors to the toolkit and the sources that informed its development. Finally, it provides an overview of the toolkit, stating that it is meant to help teachers, administrators, and students make classrooms more inclusive of students from diverse backgrounds and with varied abilities.
Children will explore objects that float and sink in water. They will test different materials like paper, wood, sand, soil and gravel to see if they float or sink. The children will also build boats out of materials and test how many marbles it takes to sink the boat. Finally, the children will make a graph to organize the results of their experiments.
The document describes Junnifer Villanueva's observations of preschool children eating fruits during snack time at Centenary Seven Oaks Child Care Centre where she was completing her placement. It notes the types of fruits served and developmental cues observed in the children's ability to identify colors, shapes, and answer questions about fruits. The document also includes a KWHL chart outlining activities to further explore the children's interest in fruits through sensory, art, science, dramatic play and language experiences.
This activity teaches children colors using a colors spinner and laminated cards with colored circles. The child spins the spinner and finds the matching colored circle. It helps children develop color recognition and matching skills. The document provides details on the learning objectives, materials needed, procedure, assessments, and tips for teaching the activity to 3-5 year olds.
The document discusses activities to help children learn about shapes, including collecting sticks to make shape frames, using different mediums to draw shapes, using objects to create shapes, playing find and seek in jelly, and using technology to recognize and record shapes around the nursery environment.
The document provides tips for creating an inclusive early childhood environment. It discusses arranging the physical space with clearly defined activity areas to promote independence. It also emphasizes the importance of accessibility, visibility, sensory factors, and thoughtful material selection. The goal is to set up a space that supports all children and their individual needs through arrangement, labeling, and consideration of sensory stimulation.
The document summarizes a student's observation of preschool children eating fruits during snack time at Centenary Seven Oaks Child Care Centre. The student observed that the preschoolers were served a variety of fruits like apples, bananas, oranges, and peaches. Most children were able to correctly identify the colors and shapes of fruits. The children enjoyed eating the fruits and often asked for more. The student created a KWHL chart to plan fruit-based activities exploring colors, textures, tastes, where fruits come from, and what can be made from fruits.
Building Toy Brands Through Intrinsically Engaging NarrativesBRAND AVIATORS
Did you know that toys act as masters of transformation, transition mediators, cosmic manipulators, vehicles for imagination, conscious illusions, psychic integrators, life balancers, outlets for aggression, conflict solvers, primal comforters, islands of happiness, guarantors of youth, rule breakers, revolution instigators, life framers, uncritical companions, objects of care, caregivers, psychological nourishment, silent companions, mind feeders, thought instigators, action generators, tools of development, means of self-assertion, laboratories of the possible, creation triggers, expressions of individuality, personality constructors, writers of our destiny, vital experiments, world reinventors, freedom inducers? Successful toys have the ability to create frenzy, euphoria, exhilaration, exultant joy, gaiety, gladness, and laughter that absorb us completely, intensively, and tumultuously. Understand the deep motives underpinning our toy buying behaviour and build toy brands and narratives that engage people at a profoundly human level.
Caroline Donoghue - Visual Pedagogy Project: Art and Diversity - Utilizing A...Hallie DeCatherine Jones
Caroline Donoghue - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
This document provides instructions for a matching colors learning activity for children ages 4.5 to 6 years old. The activity involves laminated color cards that children will independently arrange and match to felt cards of the same color. It begins with primary colors and adds secondary colors. The goals are for children to match and identify colors through hands-on learning. Progress and skills are informally assessed through observation during activities.
This document summarizes Izabela Andova's project exploring leaves with preschoolers. It includes documentation of art activities done with leaves, sensory exploration of leaves in water and sand, and dancing and singing while throwing leaves. Photos were displayed for parents to see what children were learning about leaves. Based on children's interest in falling leaves, Izabela planned developmentally appropriate activities to teach children about leaf texture, size, shape, and trees. As a celebration, Izabela reviewed the scrapbook with children and asked what they learned, finding that children recalled activities like dancing and exploring leaves in water, and knew leaves come in different sizes, shapes, and change colors in fall.
The document provides guidance for volunteers on planning educational activities for children. It recommends brainstorming ideas with educators, creating enduring themes lasting 2+ weeks, and designing a variety of guided and independent activities considering children's development. A sample weekly plan is given focusing on Latin America. Guidance is also provided on children's physical, personal, social, emotional and academic development to inform activity planning.
When choosing toys and games for children with hydrocephalus or spina bifida, it is important to consider not only what will provide enjoyment, but whether the toy will also help all round development.
The document discusses the use of logic and mathematical games in kindergarten education. It defines didactic games as games that combine fun with educational goals like language development, cognitive skills, social skills, and more. Examples are provided of logic games used with different age groups, like sorting shapes by attribute and guessing shapes from a magic bag. The conclusion states that didactic games are highly effective teaching methods that allow children to develop logical thinking and number skills through hands-on play.
The document discusses toys that are appropriate for children's development at different ages from 3 months to 8 years old. It provides examples of toys for each age group and describes how the toys help develop important skills. For 3 month olds, a sensory gym fosters sensory, gross motor, and fine motor skills. For 10 month olds, stacking blocks help with sensory skills, fine motor skills, and cause and effect understanding. A shape puzzle at 2 years old helps with physical, cognitive, and emotional skills.
This document discusses strategies for ensuring all students have opportunities to actively participate and express themselves in the classroom. It recommends incorporating a variety of learning activities that appeal to different learning styles, such as using games to make math concepts more engaging. It also suggests ways to include students who are shy, such as group projects that promote cooperation. Finally, it proposes celebrating diversity through activities highlighting different cultures, like a United Nations day parade, to foster unity among students from various backgrounds. The overall message is that providing airtime for each student through inclusive teaching methods allows all learners to achieve their highest potential.
This document discusses developing instructional materials. It explains that instructional materials allow students to learn on their own without an instructor. The designer's role varies depending on whether they are also the instructor. When developing materials, factors like existing materials, production constraints, and instructor facilitation impact media selection. Well-developed instructional packages include materials, assessments, and course information. Designers use tools and undergo rapid prototyping to create draft materials.
Teachers participated in an action research project exploring the Informed Learning model of embedding information literacy education into curriculum design. The project provided structure for ongoing professional development meetings over multiple terms. Teachers found benefits in collaborating with colleagues, sharing experiences of applying ideas in their classrooms, and reflecting on their practices. Participating in action research empowered teachers to try new approaches and be accountable to incorporating information literacy education in their teaching.
The document discusses the principles and guidelines for effective classroom demonstrations. It defines a demonstration as a public showing that emphasizes the merits of a concept or process. Key points include establishing rapport with students, avoiding assuming prior knowledge, and highlighting potential stumbling blocks. When planning, the demonstrator should consider the objectives, students' backgrounds, necessary materials, and time limits. During the demonstration, the presenter should sustain interest, check for understanding, and conclude with a summary. Effective demonstrations are prepared, focused, engage students, and are evaluated for achieving learning outcomes.
Types and Characteristics of Instructional MaterialsMarianne Beltran
This document provides an overview of different types of instructional materials that can be used for teaching, including readings, syllabi, assignment files, rubrics, and handouts. It describes each material's purpose and importance in education. For readings, it notes they are written materials intended to be read, and examples include textbooks, magazines, and newspapers. Syllabi outline course goals, objectives, schedules, and expectations. Assignment files allow teachers to assign and collect digital student work. Rubrics are scoring tools used to assess student performance. And handouts supplement teaching with paper resources.
This document discusses various modes of alternative education, including distance education, e-learning, synchronous and asynchronous learning, open learning, and home study. It provides definitions and examples of each type as well as the technologies used to enable different modes. Distance education focuses on delivering education to off-site students, while e-learning utilizes electronic technologies and aims to improve access and performance. Synchronous learning occurs when students learn at the same time in the same or different places, and asynchronous learning is self-paced and allows students to access materials on their own schedule. Open learning is a flexible approach designed to make education more accessible, and relies on course materials to drive the learning process.
Alternative delivery modes robertita fernando (1)Regie
The document discusses alternative delivery modes (ADMs) offered by the Department of Education in the Philippines to provide equitable access to education. It describes several ADMs including the Modified In-School Off-School Approach (MISOSA) which addresses issues like student congestion and absenteeism. MISOSA utilizes self-instructional materials, community schools, and involves students, teachers, and facilitators. The document also mentions the e-IMPACT system and provides principles and enhancements of the curriculum.
This document introduces a toolkit for creating inclusive, learning-friendly environments. It begins with a foreword emphasizing the importance of inclusive education in the Asia-Pacific region. It then acknowledges the many contributors to the toolkit and the sources that informed its development. Finally, it provides an overview of the toolkit, stating that it is meant to help teachers, administrators, and students make classrooms more inclusive of students from diverse backgrounds and with varied abilities.
Components of Curriculum and Curriculum ApproachesJovs Azuelo
This document discusses the major components of curriculum, including aims and objectives, subject matter/content, learning experiences, and evaluation approaches. It provides details on each component for different levels of education in the Philippine system. Various approaches to curriculum are also outlined, such as behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on specified goals and objectives, while the managerial approach emphasizes organization and implementation. A systems approach examines how parts relate to each other, and a humanistic approach places the learner at the center.
This document summarizes Sarah Jane B. Cabilino's performance as a student teacher during her field study experience at Tanauan North Central School. It evaluates her based on criteria such as applying guiding principles to develop lesson objectives, analyzing her teaching performance, reflecting on her experience, and submitting required documents. The resource teacher observed that Sarah Jane was able to describe the three processes of the water cycle, state and explain these processes, and engage students in group activities, meeting the objectives of the lesson. Sarah Jane concluded that while the written objectives and actual lesson may sometimes differ, objectives generally guide lesson planning and development.
The document discusses several topics related to selecting instructional materials and resources for teaching. It provides:
1) Criteria for selecting instructional materials, such as appropriate vocabulary, unity, coherence and format.
2) Guidelines for preparing instructional objectives, including specifying the testing situation, student behavior, and performance standard.
3) A list of audiovisual media and other resources available in school, such as films, maps, computers, and community resources.
4) Criteria for selecting audiovisual materials, like relevance, age-appropriateness, quality, and ease of operation.
The document discusses various materials commonly used in classrooms, including realia, models, text, graphic materials, and display boards. Realia are real-life objects used to improve cultural understanding and make lessons more tangible. Models are 3D representations that can simplify complex concepts but may oversimplify. Text provides printed materials like worksheets and books that allow for varied learning but can divide attention. Graphic materials like charts and posters visually catch students' attention to simplify concepts. Display boards promote visual learning and classroom decoration but may become distracting.
Microteaching introduction with example of lesson planGladys Rivera
Microteaching is a teaching simulation exercise that originated at Stanford University in the 1960s. It provides immediate feedback to help teachers practice and improve their skills. During microteaching, teachers prepare and deliver a short lesson on a topic relevant to undergraduate students. Lessons should be narrowly focused and last 8-10 minutes. The process allows teachers to develop their skills in a supportive environment and learn from observing other teachers.
The document discusses the concept of curriculum. It provides several definitions of curriculum from different perspectives. Curriculum is defined as the total learning experience provided by a school, including courses, teaching methods, and values. It encompasses all experiences learners have under school guidance, both planned and unplanned. Curriculum has evolved over time in Nigeria from a narrow focus during colonial times to a broader scope today related to science and technology. The key aspects that make up the curriculum include the programme of studies, activities, and guidance.
Preparation and evaluation of instructional materialsJhun Ar Ar Ramos
The document discusses instructional materials which are educational resources used to improve student learning. It outlines various types of instructional materials including printed materials, audio aids, visual aids, audiovisual aids, demonstrations, and community resources. The criteria for selecting instructional materials includes appropriateness, authenticity, interest, organization, and cost. Guidelines for using instructional materials include selecting materials, preparing students, guiding students through the experience, and following up after completion.
The document outlines the key components of a curriculum:
1) Goals and objectives which aim to provide knowledge, skills, values and prepare students for further education or work.
2) Curriculum content which includes core subjects and is organized based on principles like balance, articulation and integration.
3) Teaching methods and experiences which stimulate learning and achieve the objectives through approaches like flexibility and consideration of learning styles.
4) Evaluation to determine the quality, effectiveness and outcomes of the curriculum through continuous assessment and improvement.
The document discusses the evolution of instructional materials and teaching methods from traditional to digital. It notes that 30 years ago, cognitive research was separate from education but now researchers work directly with teachers. Traditionally, teaching centered on lectures but now emphasizes active student participation. With the rise of technology, students have changed and think differently, requiring new digital teaching methods that engage digital natives. Teachers must immerse themselves in students' digital world to make learning relevant. While technology is a tool, teachers are still the most important factor for bringing it into the classroom effectively.
The document defines and provides examples of 7 types of instructional materials: 1) Non-projected displays such as chalkboards and flip charts, 2) Printed and duplicated materials like handouts and worksheets, 3) Projected displays using slides and overhead transparencies, 4) Audio materials like recordings, 5) Linked audio and visual materials combining sound and moving images, 6) Film and video recordings, and 7) Computer-mediated materials requiring a computer to display or use.
The Comfyland Experience is an educational play area for toddlers ages 12 months to 6 years old. It is designed to expose children to age-appropriate activities through three activity corners focused on senses, music, and cognitive development. The areas guide children through a maze-like structure to investigate and explore. The experience comes in large, medium, and small sizes and its theme is based on the animated Comfy characters. It has been installed in family entertainment centers and other venues in over 20 countries worldwide.
The document discusses the Dancing Cactus Baby Toy. It has interactive dance moves and soft textures to stimulate babies' senses. While entertaining, it also provides developmental benefits like sensory and motor skill development. It is recommended for babies 6 months to 2 years old as its interactive nature aligns with their curiosity and desire to explore.
2 Big Outdoor games Project "Let's share our games!"Мариана Христева
The practical guide for "Outdoor Games" project "Let's share our games!" is an educational toolkit for teachers. In an accessible and interesting way, all partners shared successful practices, instructions and methods for conducting outdoor games with children, teachers and parents. You can see what kids are playing in Bulgaria, Italy, Latvia, Lithuania, North Macedonia, Greece, Romania or you can play whatever you like! Enjoy a sports game!
It's nice "Let's share our games!".
Outdoor games give children the opportunity to communicate with each other and create friendships, which in turn makes them happier and more cheerful. They have many other advantages and physical benefits, such as:
- Personality development;
- Reduced stress level;
- Behavioral improvement;
- Development of logical thinking;
- Improving social skills;
- Increased attention and concentration;
- Improving memory and cognitive skills;
Every child's illumination stage requires guardians and many toys to go with; picking puzzle toys slowly becomes the "second kid" guardians append significance to the point. Building blocks, for some 70,80 or even 90 later the guardians are no more unusual, with the constant advancement of innovation, and presently the improvement of building wood block puzzle paying little mind to material or play has changed significantly, early instruction specialists additionally observed structure squares of a puzzle, The development of children have extraordinary advantages.
Impact of Toys and Games on Child Growth.pptxkidsaura
This document discusses the impact of toys and games on child development. It notes that through age 7 a child's brain undergoes significant development and parents should foster creativity through play. Toys are a great way to support learning as play is spontaneous, voluntary and enhances imagination. The document outlines different types of educational, creative, and skill-building toys including those for color, sound, riding, kitchen activities and more. It emphasizes selecting age-appropriate toys to support a child's growth and development.
This document describes and reviews several infant toys:
1) The Lamaze "Nesting Birds" toy features soft stacking birds with various textures and colors that make sounds. It aids in physical development by stimulating visual processing.
2) Just B. Toys "Ballyhoo" consists of squishy balls that pop out of a larger ball in bright colors and textures. It assists in cognitive development as babies learn to fit the smaller balls into the larger one.
3) Sassy "Mirror Crib Toy" has a mirror, soft friends, and a photo pocket. It encourages social development as babies learn to recognize themselves and others.
The document discusses the importance of play and group play activities for children's development. It states that play allows children to practice behaviors without consequences, and helps develop skills like imagination, language, social skills and motor abilities [1]. Group play provides learning experiences that teach kindness, conflict resolution, communication, teamwork and other beneficial social skills [2]. Finally, it suggests some group play activities like music games, animal passing games, and outdoor treasure hunts that allow children to develop problem-solving abilities [3].
- Established in 1983, EDUSHAPE is a family owned toys manufacturer based in Israel with offices in the US and manufacturing in China.
- They design and develop educational toys that promote development of skills like motor skills, coordination, reasoning and sensory development.
- Their toys include infant/toddler toys, construction blocks, water play toys and games that help children learn through exploration and play.
How Sensory Toys Encourage Creativity and Imagination in Kids?Diversity In Toys
Sensory toys increase cognitive development, improve fine motor skills, and encourage creativity and focus. Shop high-quality sensory toys for kids at Diversity In Toys. Our sensory toys make playtime fun and educational for children. Contact us today to find the perfect toy for every child.
Instructional games for children can provide educational benefits while allowing children to play. Three example games are described:
1) A circle game where children take turns counting and sitting in chairs until one is left standing. This helps with numbers, taking turns, and prediction.
2) A bingo-style game where children cover spaces on their cards as numbers are called out. This encourages following rules and hoping for success.
3) Free play with construction toys that allows problem-solving, trial and error, and experiencing cause and effect by putting things together and taking them apart. Play supports developing skills through experience.
Children have a short attention span. They rapidly become distracted and disinterested in things as well as people. Without the proper tools, students are likely to suffer significant setbacks in their academics and other pursuits. Here's where educational toys come in handy. They make learning more enjoyable and manageable for children, and they improve their enthusiasm in learning. With these toys, children can learn new skills while having fun.
Various types of educational toys are associated with the development of specific senses. The most popular senses that educational toys aim to develop are touch, sight, and hearing. Bright toys in a variety of colours, for example, improve the sense of sight. Toys that make diverse noises, on the other hand, can improve one's hearing. There are certain noises, materials, and colours that children will grow to appreciate as they use educational toys. This allows them to describe how they feel about certain situations. As a result, children can develop their personalities and improve their communication abilities.One of the most important aspects of educational toys is its ability to challenge a child's thinking. Toys like wooden puzzles help youngsters to think by requiring them to follow a step-by-step procedure for addressing a specific problem. The degree of difficulty varies between puzzles. The more difficult a puzzle, the more energy, attention, and thought required from children.
Some educational toys, such as the close the box game, teach children how to solve arithmetic problems. They will be able to handle real-life difficulties more effectively as they learn how to solve puzzles and provide mathematical solutions utilising these toys. As they consider various solutions to the puzzles, their minds expand, and they will eventually develop problem-solving skills.
Educational toys not only aid in skill development, but also in the development of social and emotional abilities in children. The majority of accessible educational toys for kids require children to play and interact with other children or adults. Children will encounter social and emotional signs such as rage, laughter, and weeping while playing with other children. This allows them to comprehend and adjust to a wide range of emotional events. The use of educational toys focuses on activities like as leading, sharing, waiting your time, and having fun, all of which are crucial characteristics for social development.
Educational toys not only aid in skill development, but also in the development of social and emotional abilities in children. The majority of accessible educational toys for kids require children to play and interact with other children or adults. Children will encounter social and emotional signs such as rage, laughter, and weeping while playing with other children. This allows them to comprehend and adjust to a wide range of emotional events.
Educational games are games designed with educational purposes to teach subjects, concepts, skills, history or culture. They include board, card, and video games. A symbol is an object that represents an idea, image, belief or entity, such as a red octagon representing "stop". Symbols take the form of words, sounds, gestures or images. "A Modish Symbol Game" is presented where students compete in teams to identify symbols and provide sentences using the meanings. The game encourages thinking, brainstorming, reading and learning.
Come September 2015, St. David's Center will be home to the region’s first inclusive preschool play space with access to a DNR-certified school forest. Check out some of the fun new structures you’ll see when the playground opens, and learn how they will aid in your child’s sensory, gross and fine motor, imaginative, problem-solving and cooperative skill development!
Shumee Wooden Toys for Child's Development.pptxShumee
Investing in quality wooden toys from Shumee isn't just about buying toys; it's about investing in your child's future. It's about nurturing their creativity, problem-solving skills, and social development. It's about giving them the tools they need to thrive in the world.
Play is an important part of a child’s development. It builds fine and gross motor skills, social skills, communication skills, language, thinking and problem solving skills. In autistic children, play can be very limited. For example, a child may want to play alone, engage in repetitive play like lining up toys or moving from them from point A to point B and then back again, or play with the same thing over and over. Children can learn play skills with guidance and by structuring play.
Peek-a-boo is a game that teaches object permanence by hiding one's face and surprising a baby when reappearing. The document describes a design for a peek-a-boo game using pool noodles of different colors that make sounds to engage senses of sight, sound, and touch for both adults and children. Pool noodles were chosen as they encourage interaction, have different textures, and allow children to move through them to find each other in a playful experience inspired by traditional games like peek-a-boo and Ludo.
Diversity in Toys is an online toy shop that brings together unique and custom toys, art supplies, accessories, inclusive toys, and many more. Our goal is to make available toys that enable children to see themselves reflected as a positive member in society, and have these available in one single location.
The Transformative Power of Toys and Playtime in Early EducationCity Public School
In the bustling halls and classrooms of nursery schools, where young minds are filled with curiosity and joy, toys and playtime become indispensable tools for their learning and development. While some may view play as mere entertainment, research has shown that it plays a crucial role in enhancing holistic growth and preparing children for academic success in the years to come.
Garcia.Functions of Play and Motor Activities in Development (1).pptxJellyMaeMaligon
Play is crucial for developing children's motor and cognitive skills. Through play, children practice controlling their body movements and develop physical abilities. Play also helps cognitive development by strengthening problem-solving, social skills, creativity, memory, language and other mental processes. Common types of play that benefit cognitive development include pretend play, outdoor play, sensory activities, and games involving exploration, construction and imagination. Cognitive development progresses through distinct stages from infancy to adolescence according to Piaget's theory of cognitive development.
Similar to Comfyland Experience Activities Catalog December 2010 (20)
3. The Music Corner
Play, explore, and produce sounds. Listen and
enjoy music.
In our Music Corner we expose children to different
sound stimuli, which differ from one another in pitch,
intensity and nuance, thereby developing their ability to
distinguish between sounds. We challenge the child to
explore various musical instruments and to understand
the relationships between the various tunes and
sounds.
5. The Music Corner
PERCUSSION BOXES BOARD
This board includes 5 professional percussion boxes,
offering endless musical creativity.
The child can independently play various sounds, using
different rhythms, and explore and deepen knowledge of
the music world.
XYLOPHONE BOARD
High quality instruments providing wonderful sounds
when tapping with the special stick. This activity
enhances eye-hand coordination, exercises force
adjustment and teaches the child the connection
between powerful tap and powerful sound. The
Xylophone reveals a variety of sounds that play on the
musical instrument.
BELLS BOARD A selection of high quality, genuine and
colorful bells, enables the child to
explore the various sounds and enhance
creativity through independent play. With
this board the child can produce various
beautiful sounds and enjoy creating
music and listening to it.
6. The Music Corner
WALL PIANO
This amazing panel is actually a full functional piano- kids
can play and experience with the different keys and easy
conduct themes.
It doesn't get more musical and educational.
RAINMAKER STICKS/TUBES
A unique board including rainmaker sticks/tubes
enables the child to independently produce special
sounds. The different rainmaker tubes made in various
lengths and materials produce various sounds creating
both visual and audible stimuli.
FLOOR PIANO
This floor activity is a full fun to move
functional piano- kids can play and
experience with the different keys with
their actual feets.
It doesn't get more musical and
educational.
7. The Senses Corner
Play, experience, and learn through the senses
The first years of a child's life are characterized by
learning and exploring the world through the senses –
sight, touch, smell, hearing and taste. These senses
are the primary channels through which the child can
gather and process information from the surrounding
environment.
In our Senses Corner we expose the child to a unique
experience of all the senses (apart from taste). Each
activity has been developed to focus on one or more of
our senses, thereby exploring and revealing exciting
activities.
9. The Senses Corner
OPTICAL SPINNERS
A colored circular panel for optical illusions and visual
marvels! Using the sight sense, the child will be curious to
explore the changes of how the spinner looks when it is
still and when in motion. Through play, children will be able
to find out how things look from different angles.
SURPRISE CUPBOARD
A unique activity that includes 9 different door
openings. This activity is strongly based on the touch
sense, where each surprise represents a different
material and texture taken from our daily
surroundings. This activity also develops visual
perception, fine motor skills, and the ability to
categorize and draw conclusions.
HAND TEXTURES
The purpose of this game is to motivate
children to experience and differentiate
between various types of textures with
their hands, and find the matching texture
on the floor using their hands and feet.
10. The Senses Corner
ACTIVITY BOARD
This activity panel is actually combining all the corners
together: the senses corner with the changing colors
wheels, the cognitive corner with the cog-wheels and
the music corner with the sounds the manual produce
HAPPY FEELINGS
The Happy Feelings panels is a fun
interactive panel, that allows the chilled
to engage in a fun activity with Buddy
attractive happy panel
11. The Cognitive Corner
Play, think & develop varied cognitive skills
In their early stage, children undergo significant
cognitive developments such as learning to speak and
using symbols for thinking. At a second stage they
actively seek explanations related to the world around
them. They start defining, remembering and classifying
the vast amounts of information they receive, such as
cause and effect, the way we learn and draw
conclusions, and how we set our imagination free. At
this stage fine and gross motor skills are greatly
developed and enhanced. In our Cognitive Corner we
have developed fun-filled activities and games that
target this stage of development.
13. The Cognitive Corner
BEADS GAME BOARD
Moving the beads from one side to the other is an exciting
mission for a toddler. It requires good hand control,
developed eye-hand coordination, and planning as well as
cognitive thinking. The game can be used independently
by one child or as a joint fun game with friends.
ASSOCIATIONS GAME BOARD
This colorfully designed board is made of 5 cubes that
the child has to turn over in order to create the
matching series of elements - all in the same world of
content. This game helps the child to categorize
objects, learn concepts and develop cognitive thinking.
MATCHING GAME BOARD
Here the child has to match the right
shape to its equivalent place on a
colorful picture board. The game endows
learning and differentiating between
shapes, and improves visual perception
plus observation and generalizing
abilities.
14. The Cognitive Corner
MEMORY GAME BOARD
This activity is based on the well known memory game,
using the friendly Comfy characters. The aim of the game
is developing the child's concentration and memory. Its
unique structure enhances fine motor skills through active
play.
BODY PARTS This fun attractive colorful panels allows the child to
play and have fun constructing characters out of the
three part that complete them.
The recognized Comfy characters (same as the
characters on the walls graphics and the computer
software) help the child building a safe recognizable
environment that helps the child confident and opens
him to learning.
JUMPYS MAZE This beautifully designed activity is taken from
the animated world of Comfy where Jumpy,
the dog, has to find his way back home to his
kennel. After understanding the aim of the
game the child will learn to put his judgment
to use and achieve Jumpy’s goal. This game
develops the visual perception and fine motor
skills, enabling the child to learn from his
mistakes and reach his target.
15. The Cognitive Corner
TRESURE ISLAND
By turning the wheel the sand will drop though the central
divider inside the playwheel. The sand will move and the
hidden treasures underneath will be revealed. The
designed graphics welcome the children to come play, and
the moving sand makes it interesting for the children.
MATCHING SHAPES
Here the child has to match the right shape to its
equivalent place on a activity board. The game endows
learning and differentiating between shapes, and
improves visual perception plus observation and
generalizing abilities.
BUDDY MONTESSORI
Through identification with the lovable Comfy
bear character, the child will use the sense of
touch and cognitive thinking to experience
different activities such as opening/closing a
zipper, tying shoelaces, and doing and undoing
buttons, etc. These activities combine fine
motor skills for 2 age groups: 1-2 year old and
2-3 year old.
16. Additional activities
COMFY COLUMN
The Comfy Column has been developed for the
Comfyland Experience to enable independent play on
Comfy's Interactive systems. The Comfy Column includes
a yellow column with two playing and sitting areas.Each
play area includes Comfy software line for multi users and
Easy PC keyboard – all designed especially for children at
the ages of 1-5. The system operates on a standard PC
with DVD drive. The games are freely selectable,
according to various age-groups and it is possible to select
the games desired language from 20 different languages
available .
MIRROR COLUMN
The Mirror Activity Column is a fascinating, entertaining
and fun column, enabling children to explore
their own reflection in front of different types of mirror.
17. Additional activities
COMFY CAR The "Easy PC Car Unit" has been developed for use in
FECs (Family Entertaining Centers), waiting rooms, malls,
Kids' corners or any other in-door spaces. The system
includes a fun colorful wooden car, Comfy software line for
multi users and Easy PC keyboard - all designed
especially for children at the ages of 1-5 years to fit into a
space of about one square meter. The system operates on
a standard PC with DVD drive. The games are freely
selectable, according to various age-groups and it is
possible to select the games desired language from 19
different languages available .
18. Tested in The Highest Standards
The Comfyland Experience activities were tested and approved
by the highest European and American standards of ASTM
and EN-71
19. For further inquiries
Ofir Brill
International Marketing and Sales
+1 201-203-1031
ofir@comfyland.com