1. Assignment #1 – Infant-Toddler Assignment 25 Marks

 

The student will prepare an activity box for an infant or toddler.

An activity box is a collection of objects specifically chosen to help a child learn a specific concept of skill.

 

Examples are:

• vehicles
• things that move
• open and close
• hard and soft
• big and small
• colours ( e.g. a “red” box)

 

The student will:

 

• gather the necessary materials
• prepare an activity plan as a guide for the activity implementation up to

transition on the activity plan.

(Students must prepare an activity box which utilizes concrete materials; these can be home-made or gathered from home or friends).

• have an age appropriate children’s resource or storybook

 

The student will submit:

 

• the activity plan
• the activity box
• children’s resource or storybook

 

 

MARKING CRITERIA FOR INFANT/TODDLER ACTIVITY

 

 

Marks

 

2       Complete preliminary information (includes all components)

2       Resources used and cited properly in APA format

1       Children’s resource or storybook (appropriate to child’s age)

3       Preparation (complete in all areas)

4       Implementation (attention-getting invitation, clear teaching steps, easy for reader to follow )

2       Closure and Transition

3       Overall organization and professional presentation (typed, neat,

follows correct format, no spelling or grammatical errors)

7       Box and Materials (durable, appropriate size, aesthetically inviting)

1       Meets assignment criteria

 

 

/25 marks

 

Comments:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity Plan

 

 

Preliminary Information:

 

Name of Student Educator:  ___________________________________________

 

Curriculum Area:  _______________     Developmental Domain:  _______________

 

Descriptive Title of Activity:

 

Indoor:_______                     Outdoor:_________

 

Age of Children:_____________     

 

Date of Implementation:______________________

 

Resources Used to Prepare Plan (in APA format):

 

Children’s Resource or Storybook (in APA format, to be used as part of activity-before/after/extend/enhance learning):

 

Part I – Planning

 

Rational for the activity:

 

Part A (sentence form)

Child’s anticipated skill development.

 

Part B

Reference to the ELECT including the domain, skill and page number

 

 

 

Learning Materials needed:

 

 

Description of Set-Up:

 

 

  

Guidelines to Foster Self-Regulation:

 

 

 

Health or Safety Considerations:

 

Part II – Implementation

 

Invitation (aimed at getting children’s attention and interest):

 

 

 

Teaching Steps (detailed and clear):

 

 

 

Closure:

 

 

 

Transition:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity Plan

 

Preliminary Information:

 

Name of Student Educator:___________________________________

 

Curriculum Area: (subject area – music, art, sensory, math, language, science, etc.)

 

Developmental Domain: (choose one of – physical, cognitive or social/emotional)

 

Descriptive Title of Activity: (a file name – one that can be used to identify and easily locate this particular activity if you choose to file it away – e.g.: “Matching Animal Sounds”)

 

Indoor:_______                     Outdoor:_________ (check one or the other depending on the location in which you will implement the activity)

 

Age of Children:

(state a chronological age range – e.g.: 2 ½ – 4 years – saying “junior pre-schoolers” is not adequate because this classification varies from one centre to another)

 

 Date of Implementation:

 

 Resources Used to Prepare Plan (cited in correct APA format):

This can include class notes, peer’s or coworker’s suggestions (from a discussion or an interview), textbooks, programming books, internet sources, activities you observed while working with children, etc.  An excellent resource for writing developmental skills is your Child Development text and the ELECT document.

These resources identify where your ideas came from.  This does NOT include where you purchased your materials.  Please do NOT include “my head” as a resource.

 

Children’s Resource or Storybook (in APA format)

*This is required for EVERY activity you do.

 

Part I – Planning – (This includes: rational for activity, learning materials,    

                                description of set-up,  guidelines to foster self-regulation, and

                                health and safety considerations )

Part A

Rationale for the activity (sentence form)

• How has the child(ren) demonstrated their interest in the topic?
• What observations do you have that show you the children’s interests?
• What are the children excited about?
• What do the children want to know?
• What are you excited about?
• What skills are the child(ren) currently focused on or demonstrating?
• Child’s anticipated skill development through active participation in the activity. Make reference to the ELECT document; Including domain, skill and the page number.

Part B

Physical

ELECT  (page) Overall Skill

Specific Skill:

 

Cognitive

ELECT   (page) Overall Skill

Specific Skill:

 

Social/Emotional

ELECT    (page) Overall Skill

Specific Skill:

 

List of Materials:

Provide a list of ALL materials to be used, including clean-up supplies.

Do not include everything you use to create a teaching material (e.g.: A hookboard  presented in a sample activity was made of an 18” X 24” piece of white foamboard and 10 stick-on hooks. Other materials were made from coloured  bristol board, scissors, hole punch, ty-tac, etc.)

On the activity plan, you would only list those items that you take into the activity with you. In the case stated above, the materials should say one home-made hookboard, 6 pairs of paper mittens (various colours), a basket, a pair of gloves, etc.)

 

  Description of Set-Up:

• a detailed, very specific description of how materials are to be set out or space is to be arranged
• a labeled sketch / diagram may be used in place of a written description

 

 

Guidelines to Foster Self-Regulation:

• clear expectations or limits to be shared with children before they participate in the activity
• written as if speaking directly to the children (e.g.: “Use your walking feet and inside voices please.”, “Only four children can use the game at one time.”)
• written in positive words – tell the children what “to do” rather than what NOT to do. Avoid using “don’t”.  (e.g.:  Rather than saying “Don’t run” – say, “Walk please.”) – remember to model the use of manners (please, thank you)
• use only a few, important guidelines – too many and the children will forget them.

 

 

Health or Safety Considerations:

–    should include things that you need to consider to ensure the safe implementation of

your activity

 

 

Examples: –       use non-toxic paint –       check to see if there are any allergies to the food items being used in the cooking activity or taste test –       make sure the teacher’s and children’s hands are washed prior to beginning the cooking activity, make sure the space is clear and free of obstacles –       make sure the children’s shoes are tied –       check equipment to make sure there are no loose parts or pieces that are too small and pose a choking hazard, etc.

 

 

Part II – Implementation

 

Invitation

–    explain what you will do or say to invite the children to engage in the activity

• state the exact words and actions you will use to catch the children’s attention and interest
• may be include using a song, fingerplay, chant, or teacher using costume or prop or performing some action or task
• most effective invitations use VISUAL AIDS

 

Example: The teacher walks into dramatic play centre (or circle) wearing a lab coat and carrying a doctor’s kit.  She asks the children, “Guess who I am?” The teacher walks into the room wearing only one blue shoe and looking around in unusual spots. She says “I can’t find my other shoe. Come to the reading corner and I’ll tell you how I lost it.” (Based on Mrs. Toggle’s Beautiful Blue Shoe)

 

 

Teaching Steps:

 

–      very clear, detailed, numbered, step-by-step description of what student teacher

and children will do during activity

 

• indicate the role of the student educator

 

•  includes the words the teacher will use to explain to the children what they are to

do during the activity

• Closure:
• a summary statement of the skill / learning practiced by the child(ren) throughout the activity to be used when the child(ren) is/are leaving the activity or when the activity ends
• reinforces what the child has done and relates back to the activity’s Primary Developmental Skill
• the exact words to be spoken to the children will be indicated

 

Example: “You sorted all the blocks into different colours – I saw piles of red, blue and yellow blocks.  You really know your colours!” “So, now you know how Mrs. Toggle lost her beautiful blue shoe.” “That’s how caterpillars turn into beautiful butterflies.”

 

 

 

Transition:

–     a statement that moves children in an orderly way from this activity to the next one

(gives them options for next activity)

• written as if speaking directly to the children (uses exact words)
• most effective when it relates to activity’s theme, goals and skills
• it’s best to dismiss children one at a time for a calmer, smoother transition

 

Example: “If you’re wearing red socks (blue shoes, a yellow shirt, etc.), you may go to the ……..” “Tell me which part of the story was your favourite, and why, and then you can go…” “Tell me one thing you learned about frogs and then you can go….”

 

NOTE:

Sometimes the children come and go from a learning centre as they please.  The teacher may not use a specific closure and transition statement if this is the case.  If this activity occurs during free play time, the child is probably aware that when s/he is finished with one activity, s/he may choose another.  This may be mentioned as a guideline at the beginning, rather than at the end of the activity.