6. Fine Motor Skills
Infants Motor Skills
•Stacking blocks
•Drawing and scribbling
•Walking
•Jumping
Toddler Motor Skills
•Puzzles
•Cutting/Tearing Activities
•Pegs
•Play dough
8. • Infants 12-23 years old
• Crayons Large, Non-Toxic
• Large White Paper, (different
colors) taped surface (label easel
wall, Non-Toxic
• Large Chalk, Non-Toxic
•
• Toddlers 24-30 years old
• Tempra Paint -Non- toxic
• Play Dough- rollers, utensils
cookie cutter Non-toxic
• Paint Brushes- various width
• White Paper, (different colors,
sizes)
• Easy to use blunt scissors
• Unbreakable Chalkboard with
Erasers, Chalk
• Glue Sticks, Stamps, Cookie
Cutter
• Water Color Markers
Art Materials
9.
10. Special Needs Notations
Oral
• Simplify complex directions
•Use fewer words to explain the
directions
Visual
• Give the student a desk copy of the
board
work or transparency
• Have the student highlight the
directions
Provide short, written instructions
• Model processes for which you are
giving
verbal directions
Delivery Variation
• Have the student dictate directions
to another student
•Record directions on audiotape
• Have the student repeat directions
back to you
11. Infant Notations
•Many of the motions involved in
making art, such as holding a
paintbrush or scribbling with a crayon,
are essential to the growth of fine
motor skills in young children
•For very young children, making art—
or just talking about it—provides
opportunities to learn words for
colors, shapes and actions.
12. Toddlers Notations
•For very young children, making art—
or just talking about it—provides
opportunities to learn words for
colors, shapes and actions.
•When kids are encouraged to express
themselves and take risks in creating
art, they develop a sense of innovation
that will be important in their adult
lives.
15. Access to materials in
Art Center
Children have to
ability to have access
to the art center this
will give them the
ability to develop new
skills which involves
•Creativity
•Promote Fine Motor
skills
16. Teachers Role
Teachers are actively involved with the
students.
Teacher give credit of the same
expectations even if the pictures are
different
17. Teacher Roles of
Dictation
Teacher will dictate
how the art activity
should be completed
as well as sometimes
when students choose
the topic/ and or art
materials they want to
use.
18. Teacher Roles of
Demonstration
•The first thing you’re going to
want to do is gauge the
specifics of the teaching
demonstration
•Teacher introduces the
lesson to the students.
•Teacher should have
thorough knowledge of the
matter or the subject, for
which he/she should not
hesitate from going through
the text book of the class.
19. Domain: Social and Emotional
Development
48 months- older
• Strand 1: Relationship with Other
Relationship without the ability to
form and to maintain relationships,
to negotiate interactions in a positive
manner, perceive expectations across
social groups through ever widening
experience
Indicators
• (A13 )Children are learning
to interact easily with one
or more children and adults
• (A11) Children are learning
to interact cooperate with
others
• Page: 3
20. Domain: Visual Arts
48 months-older
• Strand 4: Visual arts
Young children enjoy
exploring and creating
works of art while
developing important basic
concept such as color, line,
shape, texture and space
Indicators
• (D8) Responds to artistic
creations or events
• (D7). Develop ability to
plan, to work alone and
with others, and to
demonstrate care and
persistence in a variety of
art projects.
• Page 119
24. High Quality Scores
•Children need substantial portion of
the day 1/3 of the time that program is
open .
• Children need to choose freely
substantial portion calculation
• 6:30 am- 6:oo pm- need 3.5 hours
•Eight hour- 2.40 hours
•Four – four: 1.2 hours
•What skills are developed in open-
ended- arts. It develops coordination
needed for writing.
25. Science Tools for
Investigations
•Science games
•Living things
•Science is integrated with daily
activities weather kites, or pinwheels.
•Real world science collections and
other materials are organized to invite
investigations.
•Children should be encouraged to
share collections of natural materials.
•Magnifiers, viewers, color , paddle
should be stored with obj. to observe
26. Infants Dramatic play
• Dramatic play center is important
because it invent symbols to stand
objects (pretend that this block a
phone)
• You work with others
• It helps with practicing language in
many contents for example, I’m a
nurse. Let me put this bandage on you
finger) .
30. Toddlers Dramatic Play
•Dramatic play is a term that refers to
the everyday make-believe games kids
naturally enjoy. From dress up to dolls
to playing superheroes, dramatic play
involves different types of games and
activities at different ages.
35. Preschoolers Math
•Cash registers
•Calendar
•Measuring cups
•They learn math best by engaging in
dynamic, hands-on games and
projects. Preschoolers love to ask
questions and play games that involve
the many aspects of math.
41. Infants/ Toddlers Blocks
•Blocks help infant with Physical
Development, Primitive reflexes,
Sensory Development, Language
Development,
•Free of Traffic
•Toddler will enjoy stacking a tower of
blocks as high as possible and then
watching what happens when they
knock them down. This is one way
toddlers develop fine motor skills and
explore concepts like early math,
geometry, problem-solving and cause
and effect.
48. Sand and Water Play
•Free play with water can build
the foundation for understanding of a
multitude of scientific
concepts, including those in
• physics (flow, motion),
• chemistry (solutions, cohesion),
• biology (plant and animal life), and
• mathematics (measurement,
equivalence, volume).
54. Milestones of Child Development
A Guide to Young Children’s Learning and Development from
Birth to Kindergarten
Developmental milestone is an ability that is achieved by
most children by a certain age. Developmental milestones
can involve physical, social, emotional, cognitive, and
communication skills such as walking, sharing with others,
expressing emotions, recognizing familiar sounds, and
talking.
56. Health, Safety and Nutrition
Practices
Health, safety and nutrition practices match children’s developmental stages
and individual needs. However , healthy safe environments respect both the physical
and social-emotional well-being of young children from birth to kindergarten by
addressing healthy, issues of sanitation, hand washing, use of universal precautions
and appropriate responses to emergency care situations that respect children
and their diverse reactions to people, places, and situations. As well as
early childhood professionals maintain the confidentiality of health records and
health information.
57. Understanding Child Growth and
Development
Children express their developing abilities, through interests,
and learning in a variety of ways; so with that being said,
assessment must reflect this diversity of expression.
58. Appropriate Child Observation and
Assessment
These practices include observing children in natural situations and
documenting observations through a variety of strategies that include
anecdotal records and observational checklists; work samples such as
drawings, writing samples or dictations; and photographs or videotapes of
children’s behaviors, creative constructions and playful activity through out the
day.
59. Partnering with Families and
Community
Children's development is optimized when there is continuity
between the home and the early education and care environment
in terms of experiences and expectations
Practitioners collaborate with family members
to solve developmental challenges by giving
and receiving information, providing supportive
follow-up to collaborative decisions, and by facilitating access to
appropriate community resources.
60. Learning Environment
Building on an understanding of how children grow and develop, early
childhood practitioners design, implement, and monitor the learning. So with
that being said environment will support all areas of development. Children
understand that learning and development is optimized in a nurturing of their
environment that offers opportunities for exploration, play, and challenging
experiences that are appropriately matched to the current level of
development, interests, and backgrounds of learners.
61. Effective Interactions
(Teacher/Student and Student/Student)
Children develop competence in managing their
own behaviors and solving conflicts with one
another by observing and interacting with caring
adults that assist as well as provide support in
redirecting and solving social
conflicts.
62. Program Management
Effective managers of early care and education programs
understand the fundamentals of management principles,
theories, responsibilities, and ethics. They understand that
Problem-solving principles, strategies, and techniques as
well as critical
thinking are crucial to the successful operation of a
business.
63. Teacher Qualifications and
Professional Development
Professionalism requires knowledge and competency in all areas of child
growth and development, educational strategies, and skills to develop,
implement, and manage high-quality programs. Professionalism requires
the integration of reflective teaching practice into daily program
operations. Professional development is demonstrated and evaluated by
early childhood professionals through the construction and
implementation of job performance plans Professional development
requires a commitment to continue learning through reading, research,
reflection, and ongoing dialogue with other professionals.
