Solo Week 2 Plans 4/12-4/16:

Social and Emotional Development:

Self-Concept and Social Identity:
 Teachers will smile at children and speak kindly to them.
 Teachers in the classroom will engage in warm and caring interactions with children.
 Teachers will assist children in recognizing themselves and others – family books in the
classroom.
Attachment:
 Teachers will demonstrate eye contact when speaking to children.
 Be present with children by actively engaging with them.
 Continue to build relationships with children by talking to them and listening to them.
 Acknowledging children's emotions when caregivers leave the room and letting them
know their caregiver will come back. “I see that you are feeling a little upset that ____
left the room, _____ will come back”.
Social Competence:
 Continue to support children in their social interactions with one another.
 Narrate to them emotions they are expressing and emotions other children in the
classroom are expressing.
o “___ is saying no thank you, and that you are too close.”
o “____ is feeling sad, they are crying because they fell down and bumped their
head.”
 Encourage social interactions between children – be there to support them during these
experiences.
o “That’s so nice of you to share ____ with _____.”
o “It looks like ____ is coming over to look at ____ with you.”
o “____ may not want you to bang on their head, but you could wave to ____.”
o *** could say “hi ____” when modeling waving to a friend***
 If children are getting too close, narrating to children this experience and emotions they
or their friends are exhibiting.
 Encourage gentle touches with our friends.
Emotional Competence:
 Narrate their emotions with them “I saw you fell over and hit your head, I’m sorry that
happened to you”.
 Narrate emotions other children are expressing “They fell over and hit their head and it
hurt them, so they are crying because they are sad”.
  Support children throughout their emotions – stay with them until they are ready to move
onto something else.
 Narrating to children while engaging with stuffed animals or the baby dolls in the
classroom (being gentle with dolls, hugging dolls).
Activities that promote social and emotional development: eating at the table together,
looking in mirror, engaging in turn taking with children, playing peek-a-boo, responding to
vocalizations, talking about emotions, family books in the classroom used to self-identify or
identify friends/family members in the classroom, looking at frogs in the frog pond, engaging
with the wooden people.
Language Development and Emergent Literacy:
 Throughout the week teachers should be talking to, narrating to, singing to, reading books
to, and imitating children’s sounds and babbles.
 Teachers will also incorporate the use of sign language with children (“all done”, “more”,
“eat”, etc...).
 The children will have a variety of different books to explore throughout the week.
Cognitive Development:
Early Numeracy:
 Teachers will continue to use sign language to indicate “more” and “all done”.
 Teachers will count objects to children when it seems appropriate.
 When at the ball ladder teachers will narrate about the ball going down the ladder and
about putting the ball in the hole so it can go down.
 Teachers will continue to narrate and model the concept of “in and out” with children.
“You put the block in the basket” “You took the block out of the basket”.
Science and Social Studies:
 Teachers will help support children in trial and error.
 Frog pond in the classroom.
 Teachers will help create a respectful environment for the children with appropriate
interactions.
Approaches to learning:
 Teachers will encourage turn taking between them and children or between children.
o “____ is having a turn with the ____ at the moment, but here’s this for you to
use.”
o “I see you are interested in the wagon ____ is using, here’s one for you to use.”
 Supporting children when trying new things or taking risks.
o Helping J and R get from a standing position to a sitting position.
o Helping J go from a crawling position to a sitting position.
  Narrating to children while they are engaging in play.
 Encourage children when they are showing an increase of motivation to do something
(reaching for something)
o “You are so close ___, keep using your legs to push yourself up.”
o “You have been working so hard, look at what you did!” (If a child was upset,
they couldn’t be standing, but worked hard to pull themselves up)
Activities for promoting cognitive development: ball ladder, eating snack/lunch at the table,
mirrors, sensory bottles, frog pond, family books, baby dolls, peek-a-boo games, in and out
concept, light table, and anything else we do in the classroom with infants.
Physical Development and Health:
Large motor:
 Teachers will encourage children to use their senses to explore their world.
 Teachers will assist children when necessary, in standing and pulling themselves up onto
objects.
o Assisting children when they give indications of feeling stuck – children may
reach their arm for a caregiver, or make sounds indicating they are all done trying
and that they need help from a caregiver.
 Teachers will provide children with places in the classroom to engage in gross motor
skills.
o Soft blocks to climb over.
o Climbing in and out of the frog pond.
o Engaging in pushing and pulling objects in the classroom (chairs, wagons, cars).
 Teachers will assist children going “in and out” of the frog pond.
 Climbing on soft blocks in the classroom.
 Pushing and pulling of the wagons in the classroom.
 Also pushing and pulling the trucks with strings.
Small motor:
 Support children in using their fine motor skills to pick up objects.
 Teachers will provide children with opportunities to use their fine motor skills.
 Flipping through books – using their fine motor skills to turn the pages.
Activities to promote physical development: ball ladder, using furniture to stand up, frog pond
to climb in and out of, flipping through books, using the climber to climb on/walk around, soft
big blocks, wagons, trucks with strings attached to push and pull, sensory bottles.
Creative Expression and Aesthetic Appreciation:
 Teachers will support children in feeling a sense of joy by being present with them and
expressing joy in there affect and tone of voice.
 Encourage and respond to infants delight and humor in experience.
Activities to promote creative expression: narrating to children, drums, musical instruments
basket.
Changes to the environment: frog pond, wooden people, pulling/pushing cars, soft blocks in
front of mirror, family engagement book bin, light table, puzzles.
Shelves:
 Wooden animals with wheels
 Woodland animals
 Shape blocks
 Sensory bottles
 Wooden people