Water Play The soap feels slippery, doesn’t it? / Without directing him, invite your child to play with water while you say what is happening. | Your child may understand the meaning of most of your words when they describe exactly what heis doing as he does it. URRICULUM'" LearnifigGamesWhy this is important Young children enjoy water because it moves in unexpected ways, Talking about your childs actions as he plays with water can help him understand the meaning of your words because he can relate them to what he is doing, What you do \ © During bath time, give your child afew toys and talk about everything he sees and touches, The duck makes a splash when you drop him, The soap is making bubbles on your tummy! See how the warm water goes drip-drip-drip from the faucet? © When playing outside, give him a dishpan partly filed with water Offer him a few toys and plastic Cups to play with. Talk about his actions. You poured water into that cup untit overflowed. You have {v0 hands in the water. Youve smiling. think playing in the water makes you happy ary Find other opportunities for water play. Let him play with water Test lt aera DANS eter ac ery Cm cate ne ee ae a) Nae ataee ont Let’s read together! 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In addition, the EHS program agrees to provide support, encouragement and information toward the accomplishment ofthe goals LK Goreme S Chall’ 3.4.201% Early Head Start Parent-Guardian Signature Date: 1 Gorrie S, rhall: 4.1- OB Lawn Segrg Early Head StartParent-Guardiew-Signature Date:_7 LU“Hello” Hello, Hello, Hello and how 9: + you? I'm fine, I'm fr. ‘And I hope that you are too! “Here we are Together” (Tune: “The More we Get Together”) Oh here we are together, together, together Oh here we are together all sitting on the floor ‘There is, there's and there’s also Oh here we are together all sitting on the floor “The Animals on the Farm” (Tune: “The Wheels on the Bus”) The ducks on the farm say, "Quack, quack, quack, quack, quack, quack, quack, quack, quack." The ducks on the farm say, "Quack, quack, quack,” all around the farm. REPEAT with any animal “It Is Time to _. (Tune: “She'll be comin It is time to say good-bye to all my friends. It is time to say good-bye to all my friends, It is time to say good-bye, | Givea smile and wink your eye. (Smile and win Tes ime tony good-bye to ‘at my friends: (Cla Good bye, fiends, Good-Bye” ‘ound thé Mountain”) sai Good Morning to You (Tune: “Happy Birthday”) Good Morning to You, roming to you, Good Moning deke Piends... It’s Nice to See YOU! 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T've been workin' on the railroad, Just to pass the time away. Don't you hear the whistle blowing? Rise up so early in the morn. Don't you hear the captain shouting "Dinah, blow your horn?" Dinah, won't you blow, Dinah, won't you blow, Dinah, won't you blow your horn? Dinah, won't you blow, Dinah, won't you blow, Dinah, won't you blow your horn? Someone's in the kitchen with Dinah. Someone's in the kitchen, I know. Someone's in the kitchen with Dinah Strumming on the old banjo. Fee, fie, fiddle-e-i-o. Fee, fie, fiddle-e-i-o Fee, fie, fiddle-e-i-o. Strumming on the old banjo. Jack and Jill Jack and Jill went up the hill To fetch a pail of water. (Hold thumbs strobght up, altemating them upward) Jack fell down and broke his crown, (Wiggle one thumb and wrist downward) And Jill came tumbling after. (Wiggle other thumb and wrist downward) Then up got Jack and said to Jill, (Bring one thumb up, then the other) As in his arms he took her, (Cross thumbs) "Brush off that dirt for you're not hurt, (Brush one thumb with the other) Let's fetch that pail of water." (Continue brushing) So Jack and Jill went up the hill To fetch the pail of water, (Thumbs straight up, alternating upward) And took it home to Mother dear, (Bring thumbs slowly together) Who thanked her son and daughter. 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Your child will learn about herself and better understand the name that goes with each body part.What you do @ Touch your ears while saying: fm touching my ears Can {you touch your ears? In the beginning, choose familiar parts such as ears, tummy, or toes. © Give her plenty of time to respond, and repeat the word if needed She will follow your lead but may be slower in touching the right spot because she has to se where is first f she needs help, gently guide her hands to the body part. Another idea Mean ee USM aaa a a simple version of “Looby-Loo” or OL Aen CTT ere fee Rees BoE Tanna ee ree certs Let's read together! From Head to Toe by Eric CarleJo; EStelia Flores Nutritionist From: enu wupea BabyTime Healthy Eating for New Moms and Babies: Your Toddler’s Diet When your baby turns 1 year old, itis time to wean from the bottle. Wean your baby from the bottle when he's 12 to 14 months old. Most babies ean drink whole milk: when they are year old. Your baby will probably drink less when he is weaned from the bottle. That’s okay! Offer 16 ounces of milk during the day. Let your toddler drink milk from a cup at meal times and snack times, Your toddler will be drinking less milk and eating more foods. Offer3 meals a day offers small snacks a day What will my toddler eat? Offer small amounts of the foods that your family is eating at meal times. Offer soft foods, cut into small pleces that are easy for your toddler to eat. Children under the age of 2 years usually eat small amounts. offer 1 to 2 tablespoons of each food to your toddler. Let him ask for more ithe is still hungry. Let your toddler decide how much he needs to eat. Offer food every 2 to 3 hours, at meals or snacks. snacks are small meals. Shacks arent treats, Bre v ¥ 2 c June2009 Volume 7, sues A Good Start! eastfeed as soon as possible after your baby is born. Yourbaby will be awake and wil love the comfort of your arms. Hold your baby in a comfortable position. Use pillows to support your arms and baby. Put your baby on his side, facing you, his tummy to your tummy. . Help your baby latch on. Gently support your breast with your hand, Put your fingers under your breast and your thumb on top of your breast. Tickle your baby’s bottom lip with yournipple When your baby opens wid quickly center your nipple in his mouth and bring him very close, Your baby's nose and chin should touch your breast,Game 46 Hide-and-Seek Move partly out of sight and let your child find you. Oh! You found me! Hide-and-seek encourages your child to move around and rely on her own ability to find something that is hidden. (@LOeVu AyD URRICULUM" eh ec sy 7Why this is important Learning to look for objects she cannot see gives your child a new tool for problem solving, Playing hide- and-seek helps her independently find something out of sight and introduces her to a simple game that she will be able to play later on with other children. What you do @ Tell your toddler you are going to hide, and then duck down behind a chair or move to another part of the room so that you are almost out of sight. Let her see you go. © Call, Can you find me? Where am I? Ofer positive feedback when she finds you and give her a big hug. You are so smart! You found me! @ Play together for as long as she is interested, Hide in new places to keep her attention © Offer her a chance to hide, and ask loudly, Wheres Carla? Where did she go? She may hide in the same place you hid. When you find her, act surprised and hug her close. Ready to Cg MSRM etal ena the game by hiding a stuffed animal in EU ature od eee TUT Taek om ee ees it. Go back to her and ask, Where is teddy? Can you help me find him? Point or give Ede erie ec oes ee rete PCM aint cere arn found him in the kitchen! Let's read together! Open the Barn Door, Find a Cow by Christopher Santoro (CREATIVE. CURRICULUM? \earninigGamesEI Valor Early Head Start Home Base Lesson Plan avila. F. sonans. Date: Child’s Name Objectives: ‘Activities: How will the objective be | Outcome: Area of development ‘accomplished (name of toy, activity, | Detalled observations handout used) Parga € Literacy, Action Word s #45 Phy Sica development} PDsociaremotiona Soy Miee Bprovoce @ PyXoce ;\purtece Present: Parent’s activity suggestions for next visit: Referrals: Additional parent comments, questions or concerns: Other: Parent's Signature: Parent Infant Educator: Next Home Visit: Revised (01/2013)Action Words Describe what is happening read your while you and your child move arms wide! in interesting ways. By hearing or saying the words while doing the movement, your child will be likely to learn action words. We can stand on our heads. LearningGames eon denWhy this is important Actaching labels to your chil actions helps her begin co recognize the words for what she s doing Learning the words takes longer than leaming the motions, but she will enjoy practicing. In the early stages of using words your chile may have dificult understanding what the words mean. Acting them ut helps her learn their meanings What you do @ Imitate your child's movements and talk about the action as she tumbles or rolls around on the floor. We'e rolling over. You're standing on your head. © ‘Suggest new accions to try and remember to give her words for what you are doing. Move your hands up and down. Bend over. Spread your arms wide. ©@ ‘Try these movements with your child Stand on your toes with your arms stretched high and say: Reach high. Squat, tuck in your head, hold your knees, and say: Make a baal, Lie’on your back wich your feet in the air and say: Feet up. Turn around quickly and say: Spin. our child gains more control eiecae Maret bullae ite iret standing on one footOpprescringsveteges Teaching Strategies GOLD Sign Mine Family View Questions To Consider 1. How does Carla use the sign to express her feelings during a conflict? 2. Inwhat ways does she manage her feelings when frustrated or angry? 3. How does she demonstrate understanding of the connection between the sign and the verbal word? Why is this Important ‘When Carla is learning to stand up for her rights, it helps if she knows many ways to express herself. Nonverbal signs provide an outlet for expressing her feelings and needs, especialy if she is not yet comfortable expressing herself verbally. What To Do! 4. When Carta feels frustrated because another child has taken a toy away, encourage Carla to learn to sign the word mine. 2. Have her place her open-palmed hand on her chest. To add to the urgency or intensity of the word, she can put her hand on her chest more forcefully. 3. Encourage Carla to make strong facial expressions when she uses the sign. / see you are frowning and signing fo Toby to let ‘him know you dont like that he took the block you were holding. 4, Let her know that she can repeat the sign to reinforce her statement. '5, Look for changes in Carla's abllty to effectively stand up for herself using her sign, Reinforce the verbal word so that she wil ‘eventually learn to use both verbal and nonverbal ways to express her needs. Objectives / Dir 2. Manages feaings 2c Inoracts wit pars 130, Solves social prions a, Uses fingers and hance ‘a. Compronends anguage ‘2, Uses an expanding expressive vocabuary 56a. Comprende olngusle Sea, Usa un vocabuaro cada vez ms co y expesivo 420. Mates connections January 13, 2014 Page 1@ Bp teachingstrategies Teaching Strategies GOLD My Face, Your Face Teacher View Questions To nsider: 4. In what ways does this child engage you during this experience? 2, How does he connect what he sees on your face to the corresponding part on his face? 3, What facial features is he able to find when asked? Why is this Important Interactive talking games that encourage turn-taking demonstrate the pattern of conversation. When you encourage this child to recognize parts of his face and yours, you help him identiy himself as an individual who is separate from you. What To Do: ‘Watch for moments when this child's attention is focused on you, such as during daily routines lke diapering or feeding, Invite him to reach out to touch your face. Name the facial feature he touches. That is my nose. Point to the corresponding part on his face. There is your nose. Encourage him to point to his corresponding facial part on his own. Can you find your nose? Can you find my nose again? While feeding this child a bottle, comment on his eyes. ! see you looking up at me with your big, brown eyes. Point to his eyes. / see you with my eyes. Point to your eyes. While offering him cereal, talk about his mouth and the food he is eating. this child, how about a bite of cereal? Can you open ‘your mouth? Watch me open my mouth. Ahfth.. you're opening your mouth widely. I can open my mouth widely, f00. 7. Use words that describe facial and body pars frequently. Play this game often, paying attention to this child's ability to take tums listening and responding, Objectives / Dimensions: 2a. Forme relationships wit adults Ta Uses fngars ans hands 82, Comprononds language ‘Oa, Engages n convreations ‘S82. Conpronce elenguale ‘Sta Parcipa on conversciones ‘a Atends and engages 120. Maes connections 28, Demonstrates Incnledge about so January 13, 2014 Page 1