Child Development Associate RCII essay

You may either write your descriptions in the spaces revived or include copies of your lesson plans that fit each of the nine areas. For each experience, indicate the age group (35, as, or as) and list the intended goals, materials and processes/teaching strategies. For each activity, discuss why it is developmentally appropriate for that age group. It is best to include a Visual/Sammie/Picture of your activity and place it in an optional, but preferred, plastic sheet cover.

Resource II-I Science/Sensory’ Activity: “Water Displacement’ Age Group: 3-5 years Objective: To learn the concept of water displacement Materials Needed: Video or Story: “The Crow and the Pitcher Clear container Rocks (any sizes) Small plastic toy animal Permanent marker or reabsorbed Plate, towel or other object to contain spilled water Process and Teaching Strategies Read the story “The Crow and the Pitcher’. Make comments about the story such as, “l wonder why the crow putting rocks in the water? What is happening to the water? Place a mark or a rubber band around the clear container at about the half. Ay point. Fill the container with water up to the mark or rubber band line. Have the children notice the difference between the bottom half of the container and the top half, noting that the bottom half has Water and the top Alfa has air and that the water line is in the same spot as the mark or rubber band line. Explain to the children that when you put an object into the water, the water has to “move over” to make room for that object. Show them the rocks and ask them what would happen if we added some of the rocks to the water? Ask questions such as, “Would the water “move over” for it?

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Do you think the water move over a lot, or a little bit? Where do you think the water will move to? Et each child estimate how many rocks they might need to make the water move, and let them each put the rocks into the water. Ask if the water moved little, a lot, etc. By looking at the waterline, and how it has changed. As the water line begins to rise, ask the children where the water will go if it runs out of space in the container. Remove the rocks and help the children to notice that the water level returned to the mark or rubber band when the rocks were removed.

Talk about other times when you might see water displacement such as when you get in the bathtub or while washing dishes. Extended Activity: Use different objects such as marbles, pebbles, toys, anything that will fit inside the container. Place container(s) and different objects in the water play area. How is this activity Developmentally Appropriate? (What are they learning, why are they learning, how are they learning it, and how does your activity accomplish all of this? ) Provides opportunities to explore and directly observe changes and phenomena. Allows children the opportunity to make and test predictions.

Creates opportunities for the children to exercise their spatial and scientific reasoning skills. Resource 11-2 Language and Literacy Activity “Looking For Letters” Age Group Objective Finding and circling letters in newspaper pages Materials Needed For each child and teacher: Newspaper pages with large-type headlines, captions, or advertisements 2-3 Markers Backup Materials: Children’s name cards Catalogs, magazines, or other printed materials with large-type letters Scissors, paper, and tape Talk to children about different items that have letters on them (e. G. , books, signs, clothing).

Hold up a newspaper page and remark on all the letters and words on the page. Have children point to and/or name three or four of the letters. If they cannot name some or ask for help, name those letters for them. Circle each of the named letters with a marker. Give children newspaper pages and markers and suggest that they might want to find and circle letters on the pages. Offer scissors, paper, and tape to children who want to cut out and arrange or attach their letters on a page. Send children to the next activity based on the first letter sound (or letter) in their name (e. . , if your name begins with the lb/ sound, go to [the next activity]. If your name begins with the letter M, go to [the next activity], and so on). Extended Activity: Put print materials such as newspapers, catalogs, and/or magazines in the art/writing area. Make letter collages for a small group activity. Point out environmental print around the neighborhood or on everyday items such as cereal boxes, signs, etc. I-SSE letter names and sounds as part of transition games (e. G. , When you hear the word that starts with the Im/ sound, go to your planning table.

How is this activity Developmentally Appropriate? (What are they learning, why are they learning, how are they learning it, and how does your activity accomplish all of this? ) Gives children the opportunity to see letters in different fonts, sizes, uppercase, and lowercase. Children will identify letters in familiar advertising and environmental print ads. Fine motor skills?cutting, gluing, and drawing with markers. Resource 11-3 Creative Arts “Feeling Fine” 3-5 Years Explore different textures by creating a collage.

As endpapers Velvet or any soft material Variety of scrap materials of different textures Glue Cardboard Allow children to explore and touch materials as they glue them to a piece of cardboard. Ask questions such as, “What does it feel like? ” or “How would you use this? ” Extended Activity: Make a feely box with the leftover scraps. Have the children close their eyes or wear a blindfold then indemnity and/or describe what the scrap feels like. Accomplish all of this? ) Enhances kinesthesia development, fine motor skills, descriptive vocabulary, language development, and creative thought.

Resource 11-4 Fine Motor (Indoor Activity) “Golf Tees and Marbles” To pick up small items using the thumb and index finger. Polystyrene cube – make dotted shapes on each side using a marker pen Golf tees Marbles Pincher’s/Tweezers Let the children push the golf tees into the cube on the dot. Once all the tees are pushed in, use the pincers to place the marbles on top of the tees. Extended Activity: Mark the tees with colored stickers or paint them different lord. Have the children match the marble to the correct tee. Accomplish all of this? Development of the pincer grasp–using the index finger and thumb, or the index and middle fingers opposing the thumb, to pick up small objects. Will enhance skills such as holding a pencil, crayons and markers with a 3 or 4 finger tip pinch, holding and using feeding utensils effectively, fastening closures (zippers, snaps, buttons) on garments easily, using scissors, imitating various finger positions during finger play (e. G. , touching each finger to the thumb-opposition, making the “A- k” sign), manipulating small items within the hand (e. G. Transferring coins within the palm out to the fingertips. Resource 11-5 Gross Motor (Outdoor Activity) “A Sunbeam Walk” To do various movements while walking on the balance beam. Balance beam Place the balance beam on a firm foundation so that it will not tip over. Encourage the children to walk across the beam in various ways, such as Butterfly walk (slowly moving their arms up and down like a butterfly), Chicken Walk (tuck their hands under their arms to flap as wings and bob their heads), Tip-Toe or Heel-To-Toe Walking, Forwards and Backwards Wall king,

Extended Activity: Try walking across the beam with no shoes and discuss whether it was easier or more difficult Encourage the children to walk while carrying an object Two objects of different size/weight to make balancing for challenging One weighty object to shift from hand to hand while walking across How is this activity Developmentally Appropriate? (What are they learning, why are they learning, how are they learning it, and how does your activity accomplish all of this? Enhances large motor skill development, social/emotional development by building confidence, strengthening science and physical skills wrought balancing, cognitive thinking skills, experimentation by balancing various weighted objects. Resource 11-6 Self Concept “Me Tree” Children will create a tree that represents positive things about themselves. 11 x 14 white paper construction paper crayons markers glue Have each child draw a tree trunk with branches on the white paper. For younger children, have a precut tree trunk from brown construction paper.

Let the children glue the tree branch to the white paper. Let each child cut out leaves from the construction paper or for younger children, provide precut leaves. On the leaves have each child write something they like about themselves or ask the children to tell you something they like about themselves and write it on a leaf. Allow the children to glue the leaves to the tree and decorate the paper. Variation: Instead of drawing a tree, draw a flower. On each petal have the children write something positive about themselves or have them tell you and you write it for them.

Add a picture of the child to the tree trunk or let child draw a picture of him/herself. Make tree trunk a stand up by copying the attached template onto carrycots. Extended Activity: Discuss what you like bout each child. Encourage children to tell a friend what he/she likes about them. How is this activity Developmentally Appropriate? (What are they learning, why are they learning, how are they learning it, and how does your activity accomplish all of this? ) Promotes self esteem by helping children realize positive things about themselves.

Helps children feel good about themselves. Statistics show that children with high self-esteem tend to perform at or above their potential in school and make better decisions in social situations. Resource 11-7 Emotional Skills/Regulation “Head -Toes-Knees-shoulders” Children will use self regulation skills by doing the opposite of what the teacher says in a twist on Simon Says. Materials Needed None Begin by having students point to their head, shoulders, knees and toes. Have students touch each body part in a variety of sequences to get accustomed to the game.

Then have students override their automatic response by asking students to point to incongruent body parts. For example, tell students “when say to touch your head, touch your TOES!! ” or “When I say touch your tummy, touch your EARS. ” accomplish all of this? ) Helps children learn how to pay close attention, jugulate their behavior, and deal with increasingly complex instruction. This activity requires that students override an automatic response. Resource 11-8 Social Skills “Making Faces” Children will be aware of their emotions and the emotions of others.

Book about emotions such as “On Monday When It Rained” by Tom Abbreviate Various pictures of children with different expressions Mirror(s) Read the book about emotions to the children. Pass out the pictures with different expressions and provide mirrors for the children. Encourage the children to copy the facial expressions in the mirror. Discuss why the children in the pictures may be feeling those emotions. Ask about times when the children themselves or someone else may have felt those emotions. Extended Activity: Ask the children how they think their emotions affect others, such as their family and friends.

Ask them what advice they have for cheering someone up who is sad or angry. Accomplish all of this? ) Teaches children to vocabulary for expressing emotions. Exposes children to skills in empathy. Creates opportunities for children to learn how to express themselves. Resource 11-9 Mathematics “Flip and Turn Worms” Children play with blocks to explore how a shape remains the same even when its position or orientation is changed by flipping it over or turning it. 5-10 small, flat, elongated objects such as wooden blocks, Dipsos, or Logos that can also stand on end.