The document outlines three activity planning projects for young children focusing on developmental skills: social-emotional development through a peek-a-boo game for 10-month-olds, scientific exploration with static electricity for 4-year-olds, and understanding traffic signals through games for 5-year-olds. Each activity includes objectives, materials, procedures, assessments, and suggestions for family involvement to reinforce learning. Overall, the projects aim to enhance children's social skills, creativity, and safety awareness.

1. Lillie B. Graham
April 10, 2012
EDU 119
Activity Planning Project #1
1. Title of Activity: Peek-A-Boo
Age: 10 Months
Number of Children: 1 Toddler
2. Area of Development: Social and Emotional Development
3. Standard Address: Developing a Sense of Self with Others (Page 34)
Infant and Toddlers develop the beginnings of social skills as they interact with other
People. They form attachments, show caring and concern for other, and they learn how to play
with their peers
Toddlers: Cry when their parent or family member leaves (separation anxiety)
4. Materials: A Blanket or floor mat for child and teacher to sit comfortably in
front of each other.
5. Procedures: The teacher will make eye contact and sooth the child saying, “It‟s
okay” ensuring the child that their parent will be back; saying mommy/daddy will be
back. Make eye contact and invite the child to play the game Peek-A-Boo. By saying
“Don‟t be sad we are going have fun today; Let‟s play Peek-A-Boo” Tell the child you
will put him/her down in a safe place so you can spread a blank or floor mat down for
play time. The teacher will spread blanket or floor mat in a area on the floor where both
child and teacher can sit comfortably. Once seated on the blanket the teacher will cover
her faces demonstrating she is gone and uncovers her face as she comes back. On Peek
teacher covers her face with the open palms of her hands, on Boo with open palms of her
hands she uncovers her face signaling she is back. This activity will be conducted for one

2. Toddler.
Questions:
1. Where did daddy go?
2. Can you tell daddy bye-bye?
3. Where is mommy?
Cont. Activity Planning Project #1
Title of Activity: Peek-A-Boo
Age: 10 Months
Number of Children: 1 Toddler
Teacher will take the toddlers hands put the child‟s hand over his/her face and,
observe if the child is engaged covering and uncovering his/her face; and the teacher will
teach the toddler how to cover and uncover his/her face saying “Peek-A-Boo”, and then
proceed to demonstrate Peek-A-Boo and observe if the child is engaged covering and
uncovering his/her face; and the teacher will assist and demonstrating until
the child is engaged and playing the game and having fun. By playing the game “Peek-A-
Boo” separation anxiety is reduced.
6. Assessment of Children’s Progress: Teacher will observe and document using
anecdotal records of the child response when the child is separated from their parent. If
in addition, when separation anxiety is reduced.
7. Family Involvement and Assessment Partnership:
1. Parent will play Peek-A-Boo with toddler when daddy is leaving home.
2. Parent will tell the child “Daddy‟s leaving he‟ll be back”
3. Parent can have daddy and child hug, kiss, and tell the child to say good-bye, waving
to daddy from the window telling the child “Daddy will be back”

3. Lillie B. Graham
April 10, 2012
EDU 119
Activity Planning Project #2
1. Title of Activity: I Am a Scientist: Static Electricity Experiment
Age: 4 years old
Number of Children: 3 Preschooler
2. Area of Development: Approaches to Learning
3. Standard Address: Imagination, Creativity, and Invention
This aspect includes originality, playfulness and having multiple interests. (page 15)
Take on pretend roles in play and make-believe with objects.
4. Materials: Two (2) inflated balloons with string attached
Your hair
Aluminum can
Woolen fabric
Three full body mirrors
5. Procedures: The teacher will ensure the two inflated balloons with strings
are attached ahead of time for three (3) preschooler
child and three (3) pieces of woolen fabric. Instruct the children to rub the balloons one
by one against the woolen fabric, they try moving the balloons together.
Instruct the children to rub one (1) or the balloons back and forth on their hair then slowly
pull it away from their hair. Instruct the children to put the aluminum can on its side on
a table, rub the balloon on your hair again than hold the balloon close to the can and
watch the can as it rolls towards the balloon; slowly move the balloon away from the can
in addition, the can will follow the balloon. The children will see what will happen when
they rub the balloon against different objects or fabrics in the class once they follow
teacher„s instruction. The children will explore some other ways of experimenting with

4. the balloons, the can and the fabric.
Open-Ended Questions:
1. What happened when you moved the balloons together? Did the balloons attract?
to each other or un-attract to each other?
2. What happened when you pulled the balloon slowly away from your hair?
3. What do you think made your hair stand straight up on your head?
4. What do you think caused the can to follow the balloon?
6. Assessment of Children’s Progress: Documentation and observation will be
recorded using anecdotal notes of the children‟s creative inventions. Using their
imagination as they manipulate the balloons, can and different objects, and other
materials around the room, as well as the results or finding of our little scientists.
7. Family Involvement and Assessment Partnership:
1. Ask your child to talk about what s/he did in school today and what happen?
2. Encourage pretend play for children at home by putting out simple tools such as
magnetic, nails, dirt from outside in a box (I am sure you will be able to wave the
magnetic over the dirt fine particles will be pullled from the dirt).
3. Spend time with your children exploring at home using simple science.
Website: www.sciencekids.com
The parent can share the assessment of their activity with teacher by taking picture of the
child interacting in the activity, and conversation.

5. Lillie B. Graham
April 10, 2012
EDU 119
Activity Planning Project #3
1. Title of Activity: Assemble signal lights.
Physical Activity: Red Light, Green Light, Yellow Be Careful;
Outside Traffic Signs
Age: 5 years old
Number of Children: 15 Kindergartens
2. Area of Development: Competency Goal 2: The Learner will develop
knowledge and skills to enhance personal and consumer health.
3. Standard Address: 2.03 Recognize and describe the meanings of traffic signs
Moreover, signals. (Page 19)
4. Materials: Construction paper colors red, yellow, and green, plain paper,
scissors, markers colors red, yellow, green, and glue.
Outside Activity:
Traffic Signs- Stop Sign, Yield Sign and Traffic Light Sign
Fifteen (15) Tricycles
Fifteen (15) Helmets
5. Procedures: The teacher will give each of children four sheets of paper colors 1
red, One green and two yellow. Instruct the children to cut out one (1) circles from color
red, yellow and green. Instruct the children to cut a rectangle out of the second sheet of
yellow paper wide enough to glue the circles colors red, yellow and green on the
rectangle. With all piece cut out. Instruct the children to glue the red circle at the top of
the triangle, the yellow circle under the red circle, and the green circle under the yellow
circle. Activity for 15 Children.

6. Outside playtime physical activity: Red Light, Green Light
Yellow means be careful, green you may go red means stop you know
The children during outside play will engage in the game Red Light Green light. The
teacher will have the children line up behind each other and then turn to face (her) the
teacher. The teacher explains, “We are going to play a game called Red Light Green
Light and Yellow Means Be Careful.” Explain to the children what the traffic light colors
means. When I turn my back, you may walk forward fast or slow when I say red light I
will turn around to see if you stopped. If I see you move, I will say yellow light means be
caution is careful. Then turn the teacher will turn her back and say green light which
means go, and you can walk forward fast or slow. When I say red light I will turn around
in addition, if you are moving. I will say yellow means caution be careful.
The teacher will have the children put their helmets on and (she) the teacher will ensure
that the children‟s helmets are securely fastened. The teacher will have the children get
on their tricycles and ride around the paved play area when they get to the stop sign.
they must stop and yield means to look both ways make sure no tricycle is coming and
they go forward. The teacher will tell the children when they get to the traffic light
instruct the children to stop if light is red, go if the light is green and be careful and look
to make sure no tricycle is coming and then goes forward.
Open-ended Questions:
1. What do you think might happen if your light is red, and you keep riding on your
tricycle, and you friend light is green?
2. What do you think will happen if your light is yellow and your friend is crossing
in front of you?

7. 6. Assessment of Children’s Progress: Have the children draw pictures of signal
light and traffic signs. Have the children identify the traffic signs, and traffic signs, and
use anecdotal notes to document which signs children know and or don‟t know.
7. Family Involvement and Assessment Partnership:
1. Ask parents to have their child point out the different signs along the way on
Family trips, or to the grocery store.
2. Do and art activity with your child drawing the signal light and the traffic signs.
3. Pick up the traffic signs from DMV or download them from the computer, and
review the different traffic signs with your child
Teacher can speak with parent about the family trip and inquire about how the children
did with identifying the signs and traffic signs.