design and layout five domains –language –social/emotional –motor –cognitive...
TRANSCRIPT
DESIGN AND LAYOUT• FIVE DOMAINS
– LANGUAGE– SOCIAL/EMOTIONAL– MOTOR– COGNITIVE– PARENTING/WELL-BEING
• CHILD BEHAVIORS AND ACTIVITIES
– DIVIDED BY AGE RANGE
• RELATIONSHIPS FOR LEARNING/ROUTINE’S BASED CURRICULUM
Infant/Toddler Framework Motor Development
Children demonstrate some of their most dramatic development in the area of
motor skills during the first year of life. From the involuntary movements of infancy to the coordinated (though still clumsy) purposeful movements of toddler-hood, most children become highly mobile during this time period. Opportunities for children to be active, moving around and manipulating materials are very important. Motor development is a skill that progresses as a result of many opportunities for practice. Being active is also important for good health prevention. The more exercise and movement a young child has, the less likely they will be to develop weight issues as they get older. It is important to remember that with movement can come injuries. So, remember to keep the areas that children will use safe and keep them within your line of sight at all times. Baby may… Caregiver can…
Control own body beginning with the head and back and progressing to the arms and legs
• Provide head support when lifting and holding.
• Promote play while on stomach and sides using pillow or rolled towel to prop up.
Move left and right arms and legs randomly, not with conscious control, equally
• Place alert baby on mat or rug in safe part of the room to allow her to move without getting hurt, providing tummy time.
Begin with hands tightly fisted to gradually opening
• Gently touch and stroke baby’s hands.
Follow or find a stationary or moving object • Hold objects, or position mobiles about 12
inches away from baby’s face, and slowly move from one side to the other.
Begin to look at own hand(s), toys or objects while playing with them
• Provide soft and noisy toys and encourage the baby to look at them.
Grasp whatever is put into hands • Provide toys that baby can easily grasp. Begin to have control of arm movements • Provide a variety of washable toys that baby
can reach for, look at and bat at, such as an overhead gym.
Begin to reach for and hold own bottle • Hold baby and offer bottle just close enough
so the baby can reach for it. Bring baby’s hands to bottle as adult holds.
Gradually sit independently • Prop baby against soft cushions. Provide
play activity in front of the baby.
Outcome 1Children will have positive
social relationships
Outcome 2Children acquire and use
Knowledge and skills
Outcome 3Children take action to
Meet their needs
Infant ToddlerFramework
Early LearningEarly LearningFoundationsFoundations
Outcome 1 Children have positive social-emotional skills (including social relationships)
Baby may….. 0-9 monthsAcknowledge and/or respond to others through eye contact, vocalizations, facial or body movements or assistive technology
Demonstrate a preference for interactions with familiar adults in some observable way
Initiate interactions with caregivers
Respond to own name (smiles, eye contact, turns head)
Express a range of emotions (happy, sad)
Participate in some form of reciprocal play Toddler 1 may… 10-18 months
Interact and/or communicate with others through eye contact, vocalizations, facial or body movements or assistive technology
Demonstrate an awareness that their behavior results in a behavioral response in others
Play side by side with others Toddler 2 may…. 19-35 months
Acknowledge others through increasing vocalizations, facial or body movements or assistive technology
Seek praise from familiar adults
Assert independence
Demonstrate self control
Recognize and react to others feelings
Form attachments to one or two children
Interact with others through reciprocity
Preschool child may… 36-60 months
Successfully enter a play situation with peers
Express feelings, needs, and opinions without harming themselves, others, or property
Begin to use compromise, negotiation, and discussion in working, playing and resolving conflicts with peers
Accept guidance and directions from a range of familiar adults
Develop friendships with children
Express empathy and care for others
Begin to demonstrate positive social skills, i.e., please, thank you, etc.
Treat others with respect
Demonstrate reasonable caution in unfamiliar and/or potentially dangerous situations
Engage in a variety of pretend play activities
Begin to identify own gender, name and age
Outcome 1 Children have positive social-emotional skills (including social relationships)
Outcome 2 Children acquire and use knowledge and skills (including early language/communication and early literacy)
Baby may….. 0-9 monthsDemonstrate enjoyment through facial/body movements to the sounds of songs, music and/or words in books
Use mouthing, grasping, and reaching to explore objects and materials in the environment
Imitate actions and sounds of caregiver and peers
Begin to look at own hand (s), toys, or objects while playing with them
Transfer object from one hand to another
Begin to scoot, roll, inchworm or crawl and/or pull-up on sturdy objects
Toddler 1 may… 10-18 monthsFollow a one-step direction
Demonstrate understanding of "no" by stopping what he is doing some of the time
Touch or identify familiar items when asked (such as body parts)
Use the same "words" consistently to express wants, needs and thoughts
Anticipate and follow familiar routines
Begin to hold crayon in palm of hand and make marks on paper
Begin to dump and fill objects from containers
Begin to stack a few large objects
Participate in stories through identifying pictures, turning pages or listening for a short period of time
Outcome 2 Children acquire and use knowledge and skills (including early language/communication and early literacy)
Toddler 2 may…. 19-35 monthsFollow a two-step direction
Imitate and use two or three word phrases
Refer to self by name
Identify familiar objects by their use
Use action or descriptive words in phrases/sentences of increasing length
Answer questions with "yes" and "no"
Recite phrases from familiar stories, rhymes or songs
Recall and talk about familiar characters or events
Ask simple questions using words or change in voice
Work through simple problem such as simple puzzles or block designs
Outcome 3 Children use appropriate behaviors to meet their needs
Baby may….. 0-9 monthsMake things happen (e.g. hits or kicks mobile and makes it move)
Communicate basic needs
Learn to comfort self
Entertain self for short periods of time
Control body movements
Reach for and hold objects
Toddler 1 may…. 10-18 monthsCommunicate by verbal and/or non-verbal means (physical movements, signs, gestures or assistive technology) to express thoughts, wants and/or needs
Use people and/or objects to make things happen
Signal for caregiver's assistance
Feed self
Demonstrate intentional mobility (gets from here to there)
Remove loose clothing and shoes
Toddler 2 may… 19-35 monthsInitiate action to make things happen
Use simple strategies to meet their own wants and needs
Use utensils to feed self
Begin to dress self
Preschool Child may… 36-60 months
Make independent choices
Begin to develop a plan for play
Develop increasing independence in a range of activities, routines, and tasks
Use positive behavior to solve problems
Begin to show awareness and independence in hygiene, nutrition and personal care
Build awareness and ability to follow basic health and safety rules
Outcome 3 Children use appropriate behaviors to meet their needs
Children take Appropriate Action to Meet Their Needs
Baby may…. Test Indicator # Test Indicator
0-9 months
Communicate interest or
excitement through facial/body
movement
Realize ability to make things
happen (e.g. hits or kicks mobile
and makes it move)
Express a variety of emotions and
feelings to communicate basic
needs
Learn to comfort self
• Vineland I/T (74%) 1 – 89%2 – 63%3 – 69%
• Desired Results I/T (87%) 1 – 94%2 – 87%3 – 81%
• Carolina Infants I/T (78%) 1 – 89%2 – 70%3 – 77%
OUTCOME ONE OUTCOME TWO OUTCOME THREEChildren have positive social emotional skills Children acquire and use knowledge Children use appropriate behaviors to meet their needs
(including social relationships) and skills (including early literacy)
Personal Social Cognition Personal Social1. Self Regulation and Responsibility 5. Attention and Memory 4-I Self-Help Eating
2. Interpersonal Skills 6-I Visual Perception: Blocks and Puzzles 4-II Self-Help Dressing3. Self-Concept 6-II Visual Perception: Matching and Sorting 4-III Self-Help Grooming
7. Functional Use of Objects & Symbolic Play 4-IV Self Help Toileting8. Problem Solving/Reasoning
9. Number Concepts Fine Motor10. Concepts/Vocabulary: Receptive 17. Imitation: Motor11. Concepts/Vocabulary: Expressive 18. Grasp & Manipulation
12. Attention & Memory: Auditory 19. Bilateral Skills20.Tool Use
Communication 21.Visual Motor Skills13. Verbal Comprehension14. Conversational Skills Gross Motor
15. Grammatical Structure 22-I. Upright: Posture & Locomotion16. Imitation: Vocal 22-II. Upright Balance
22-III. Upright: Ball Play22-IV Upright: Outdoor Play
Carolina Curriculum Crosswalk With OSEP Child Outcomes
COGNITION Delaware Early Learning Foundations
5. Attention and Memory: Visual/Spatial
a. Points to hand that is hiding a toy (both when toy remains in IT Uncover a toy that has been hidden.
hand and when toy is transferred to the other hand, out of sight)
b. Recognizes the covers of several books and labels them
c. Recognizes familiar signs Show increasing awareness of print, familiar signs, and labels
d. Identifies (points to) object or picture shown briefly and shown IT Show increased short and long term memory and increased attention
again in an array of three
.
e. Identifies (points to) object or picture shown briefly and shown IT Show increased short and long term memory and increased attention
again in an array of four
f. Tells the name of an object or picture shown briefly to a group IT Show increased short and long term memory and increased attention
of two and then hidden
g. Remembers incidental information IT Show increased short and long term memory and increased attention
h. Names one of several (4 or more) objects or pictures shown (or IT Show increased short and long term memory and increased attention
objects felt), named and then hidden
i. After observing three objects being placed under separate covers, IT Show increased short and long term memory and increased attention
identifies the cover under which a matching object is hidden
j. Remembers and names which one of three objects has been IT Show increased short and long term memory and increased attention
hidden
COGNITION Delaware Early Learning FoundationsIDEAS FOR TEACHERS TO SCAFFOLD CHILD'S DEVELOPMENT
5. Attention and Memory: Visual/Spatial
a. Points to hand that is hiding a toy (both when toy remains in IT Uncover a toy that has been hidden.
HIDING GAMES - Hide a toy in the room, then give cues "Warm,"
hand and when toy is transferred to the other hand, out of sight) hot, "cold" to describe child's proximity to toy.
WHAT IS MISSING - Show two toys, have child close eyes, remove
b. Recognizes the covers of several books and labels them one toy, ask, "What is missing?"
c. Recognizes familiar signs Show increasing awareness of print, familiar signs, and labelsWORD WALK - Take a walk outside and read the signs (STOP, EXIT)
ENVIRONMENTAL PRINT - Bring in familiar labels for child's favorite
cereal, food… Make book of favorite things using labels.
d. Identifies (points to) object or picture shown briefly and shown
IT Show increased short and long term memory and increased attention
MEMORY GAME - Play simple memory games using familiar objects
again in an array of three first. Place two objects on a blanket, have child tell you what they are.
. Close eyes. Take one away. Ask, "What's missing?"
e. Identifies (points to) object or picture shown briefly and shown
IT Show increased short and long term memory and increased attention Gradually add more objects. For higher level, use pictures.
again in an array of four
MEMORY - Use pictures of objects familiar to child. Show the objects
f. Tells the name of an object or picture shown briefly to a group
IT Show increased short and long term memory and increased attention
label the object. Have the child label the object. Then remove and ask
of two and then hidden "What's missing?"
g. Remembers incidental informationIT Show increased short and long term memory and increased attention
PLAY, REVIEW Engage child in conversation about what did during
play immediately after playing.
h. Names one of several (4 or more) objects or pictures shown (or
IT Show increased short and long term memory and increased attention
Dramatic Play - While playing, put something in the refrigerator
objects felt), named and then hidden then ask, "Where did I put the ----?"
i. After observing three objects being placed under separate covers,
IT Show increased short and long term memory and increased attention
PLAY - While playing in the sand with a few toys, show the child
identifies the cover under which a matching object is hidden one toy, hide it in the sand, then ask, "Can you find the ---?"
j. Remembers and names which one of three objects has been
IT Show increased short and long term memory and increased attention
PLAY - While playing in the blocks, put an animal or other toy in
hidden a simple block structure. Ask the child the label the toy, then hide it.
Ask the child, "What's missing?"
Outcome 1 Children have positive social-emotional skills (including social relationships)
DressingIndicator Assert independence
D-2 2 Removes socksD-2 3 Assists in undressingD-2 4 Removes shoesD-2 5 Removes coatD-2 6 Removes shirtD-2 7 Removes dressD-2 8 Removes pants
ToiletingIndicator Assert independence
D-6 4 Begins to anticipate and communicate toileting needsD-6 5 Anticipates and verbalizes/communicates toileting needs fairly consistentlyD-6 13 Urinates without toileting assistance
Communicate wants and needs through cries, gestures, word approximations, signs and or assistive technologyD-6 4 Begins to anticipate and communicate toileting needsD-6 5 Anticipates and verbalizes/communicates toileting needs fairly consistently
BathingAssert independenceD-7 5 Dries hands without assistance
Prespeech Receptive LanguageIndicator Acknowledge or respond to others through eye contact, vocalizations, facial or body movements or assistive
technologyE-1 4 Responds with a smile or coo to friendly speech and fondlingE-1 7 Responds to show that he/she understands several words such as bye-bye and mamaE-1 8 Responds to own name
Outcome 1 1Children have positive social-emotional skills (including social relationships)Baby may….. 0-9 months
Acknowledge and/or respond to others through eye contact, vocalizations, facial or body movements or assistive technologyE-1 4 Responds with a smile or coo to friendly speech and fondlingE-1 7 Responds to show that he/she understands several words such as bye-bye and mamaE-1 8 Responds to own nameE-2 2 Smiles when talked toE-2 4 Raises arms when parent says, "Come here" or "Up" while reaching toward childE-2 5 Shakes head for "no" or pointsE-2 6 Waves "bye-bye"E-2 7 Shows affectionE-2 8 Nods head for "yes"E-2 9 Gestures to make wishes knownE-2 10 Holds up objects for attentionE-3 4 Coos and gurgles when talked toE-3 6 Vocalizes or "talks" back when talked toE-3 9 Vocalizes at othersG-1 1 Looks attentively at a human faceG-1 2 Visually follows moving personG-1 3 Responds with a smile G-1 4 Likes to sit supported where others are playing or workingG-1 8 Shows delight or laughs when he/she sees fingers approaching to gently poke bellyG-1 9 Smiles or vocalizes as a means of getting attentionG-1 10 Holds out arms to be picked upG-1 13 Plays peekabooG-1 15 Plays pat-a-cakeG-1 16 Gives affection to family members or caretakersG-2 1 Gets excited when a toy is presentedG-2 5 Plays peekabooG-2 7 Plays pat-a cakeG-3 1 Holds out arms to be picked upDemonstrate a preference for interactions with familiar adults in some observable wayG-1 11 Is shy with strangersG-1 14 Shows attraction to caretaker, and may be afraid of strangers Initiate interactions with caregiversG-1 9 Smiles or vocalizes as a means of getting attention
