Lesson plan
Lesson Plan 1 (Birth – 8 months): Social and Emotional Development Benchmark: C.1 – Creates positive relationships with adults. Establishes “and develops a secure attachment with the primary caregiver.” Book: Global Babies, by the Global Fund for Children in 2007. Learning Goals: • Establish a strong bond with your main caregiver so that you can build attachments. • Respond gratefully to the caregiver’s smile, voice, look, or any gestures of care. • Begin creating the confidence and the feeling of being protected Key Concepts: Attachment Trust Security Responsive caregiving Vocabulary: smile, hugging, kissing, cuddling, safe, loving Activities: Singing directly to an infant while the caregiver maintains eye contact. Responding quickly to the baby’s cries with gentle touches/holding will be the top priority. Imitating a baby’s facial expressions or sounds as well as providing reassuring words will lead to an amazing engagement and learning experience, with a child growing from a passive observer to an active participant. Establishing a routine daily life for feeding, bathing, changing, and sleeping. Letter to Families: Dear Families, This week, we had a deep look at how consistent, warm, and engaging encounters help infants develop a secure attachment. Secure connections are important factors that enhance the development of socio-emotional competencies, which include emotion regulation, getting along well with others, and building up resilience (Cassidy et al., 2017). Here are some ways to strengthen the parent-child bond at home: • Give your baby a lot of cuddles and bear hugs, and stay close and gaze at them as much as you can. • Imitate their sounds and expressions – the babies enjoy the retained conversations! • Respond systematically when there is a crying, thus helping to bring in the trust. • Try to be consistent with the timing of meals, naps, etc. to provide the baby’s body with a pattern. • Read books with bright colors/textures and allow the baby to turn the pages with their hands. These primary relations mold the initial cognitive map on which your child will form all his further relationships. In addition, with your loving care, they will be sure to discover the courage to dare their universe. Sincerely, (Your Name) Lesson Plan 2 (Birth – 8 months): Creative Expression Benchmark: A.1- “Starts to explore the sensory, qualities of varied open-ended, diverse, and process-oriented materials”. Book: Hello, Fun Courtyard Friends! By Chotchen (2013) Learning Goals: • Consider various sensory materials that involve sight, hearing, and touch. • Choose materials that can be customized and that cater to my specific interests and tastes. • Develop the mindset of process-oriented vs. product-oriented thinking. Key Concepts: Sensory exploration Individual preferences Process art Vocabulary: soft, rough, loud, quiet, color, texture words. Activities: • Sensory bags with different objects such as crinkle paper, pom-pom balls, etc. are a good method to use. • Making the arts edible by using yogurt or pudding instead of paint. • Sandwiching or sticking textured material into the playful artistic product such as foil or bubble wrap • Designing two components, one being a rattle made with beads and pasta/pasta in a plastic container. Letter to Families: Dear Families, This week, the youngest of our learners had an opportunity to engage in process-based sensory art. Sensory play improves brain construction and allows children to show their abilities in expression (Gasparovic et al., 2020) it will be a spectacle of expressions that showcase focus, curiosity, and the wonder of various materials. Try these sensory activities at home: • Finger painting using yogurt, pudding, or whipped cream. • Crumbling/tearing the paper or aluminum foil. • Creating shakers by filling containers with beads, macaroni, etc. • Learning to work with Play-Doh, Cloud-Doh, or the homemade oobleck brings new experiences. • Offering different fabrics and materials for kids to learn and experiment. Give children an opportunity to lead the exploration. No matter how they act, it is their right! Make the finishing product secondary; give more attention to the experience itself. It introduces creativity in life, from a young age. Warmly, (Your Name) Lesson Plan 3 (18-24 months): Social & Emotional Development Benchmark: C.2 – “Shows interest in peers who are playing around and interacts with them momentarily.” Book: The Hare Listened by Cori Doerrfeld was published in 2018. Learning Goals: • Observe and show interest in other peers • Briefly communicate using simple games together with peers. • Work on the skills of taking turns and sharing with adults around you. Key Concepts: Parallel play Turn-taking Observing others Early peer interaction Vocabulary: friend also you influence, share, turn, mine, yours, play Activities: • Parallel interaction with similar toys like blocks or cars to witness strikingly similar interests • Mirroring the activity of turn-taking through passing a ball from one to the other. • Preferably, offer different toys that kids love to resolve the issue of conflict. • Reading books about friendships and telling stories about them is a fun thing to do with friends your age. Letter to Families: Dear Families, During this week, toddlers developed the first social interaction skills of watching and playing next to their mates. Despite cooperative play is yet to arrive, these first social awareness encounters help to build the social capital for future friendships (Brownell, 2016). You can encourage social development at home by: • Conducting coordinated games with similar toys such as blocks or little dolls. • Demonstrating the exchange of toys through taking turns, sharing, and trading. • Employing “mine” and “yours” as a way of developing the idea of possession. • Imagine you creating friends, sharing goods, and playing together with others. • Controlling closely and arbitrating over toy conflicts. Through your help, toddlers develop a better understanding of keeping space for others and not misusing other people’s belongings. Those skills are critical to successfully doing homework, studying for exams, and making friends through socializing. Warmly, (Your Name) Lesson Plan 4 (18-24 months): Creative Expression Benchmark: B.2 – “Symbolize and hence depict the thinking, observation, imagination, emotion, experience, and knowledge during the individual and group music activities”. Book: Kenard Pak’s Goodbye Winter, Hello Spring (2020) Learning Goals: • Use voices and simple instruments to convey emotions. • Try creating distinct sounds once with your body and secondly with other stuff. • Join in the basic call-and-response melodies and rhythms. Key Concepts: Musical expression Using voice/body as an instrument Call-and-response Vocabulary: Loud, quiet, fast, slow, moods (happiness, sadness, anger, etc.) Activities: Acting out emotions by singing songs that are associated with these. Call-and-response chants and body percussion using the rhythms. Take the time to explore sound-making with various items (shakers, drums). Free dance/movement to music in different rhythms. Letter to Families: Dear Families, This week has been fascinating for our tots as far as music discovery is concerned! Learning to play music is beneficial in the basics of hand-eye coordination, hearing, voice, self-control, and social connections (Longhi, 2019). It also offers a platform for the expression of emotions and thoughts. The pathway tells the story of a community working together to improve the health and well-being of its residents through education, engagement, and collective action. Here are some musical activities to try at home: • Singing the song about the feelings (e.g., “If you happy and you know it clap your hands”) and might act out. • Fast or slow dance with other solo performances to the beat of many different melodies. • Apply similar objects from your household like pots/pans for drums or bottles full of beads as shakers. • Do clap rhythms and easy moch nashe patterns • Take your child to a stage where they can show how good they are at singing or getting behind the musical instruments. Making music in a group not only nourishes creativity, social skills, and self-confidence but also helps in personal development. Loosen up and feel free to get a little childish. Sincerely Yours, (Your Name) Lesson Plan 5 (3-4 years): Social & Emotional Development Benchmark: C.2.b – “Successfully keeps friendships and can participate in pro-social behavior such as cooperation, compromise, and turn-taking”. Book: The Rabbit Listened by Cori Doerrfeld (2018). Learning Goals: • Increase cooperation awareness in children by playing structured games and activities. • Practice sharing, turn-taking, and rule-following as well as be able to negotiate, and compromise with peers. • Implement verbal and non-verbal communication skills that have a good effect. • Promote social skills, for example, sharing, caring, and settling disagreements. Key Concepts: Cooperation Compromise Turn-taking Following rules/directions Friendship skills Emotional intelligence Vocabulary: Share, trade, rule, kind, problem-solving, gentle, compassionate. Activities: Collaborative games such as “Frozen Dance Party” or musical chairs Cooperative art projects like group mural-making or sculpture-making engage the community. Highlighting respectful communication through puppets/role-play. Sharing advice on friendship issues and looking at character players’ behavior while reading stories. Application of problem-solving skills through role-playing exercises. Circle Time: Analyze the book The Rabbit Listened and explain how the characters in it demonstrate empathy and listening skills. Put stress on the fact of how to be a good one. Small Group: Cooperating game – “Frozen Dance Party.” Kids are to dance as music plays and become frozen when this comes to an end. Recall that observation and following the leader is one of the basic tenets of a line march. Friendship Scenes – Puppetry serves for roleplaying social contexts like sharing toys, displaying sportsmanship, including others, etc. Let the children follow to solve their conflicts. Art Center: Collaborative Mural – to begin with, put a big piece of paper on the wall and place different craft supplies. Children assemble a classroom mural using paints and pencils to involve their individuality through creative work. Outdoor Time: Musical Chairs – Try this game to develop children’s skills for relishing managing turntaking, following the rules, and being a “good sport”. Do not forget to clap for your friends who managed to keep all the rules. Letter to Families: Dear Parents/Guardians, This week in class the main topic was fostering social-emotional skills for collaboration, compromise, and positive networking among peers. Positive relationships lend themselves to learning emotional intelligence, interpersonal communication, and conflict negotiation skills (Luckner & Pianta, 2011). You can continue reinforcing these concepts at home through cooperative games/activities like: • Game in which it happens in turn that works by the rules. • Outdoor projects involve a collective effort that the kids contribute to. • Scenarios using puppets/stuffed animals that involve different kinds of responses to friends in the same situations. • Discussing the stories that are narratives of kindness and characters’ actions. • Demonstrate the behaviors of positive communication and problem-solving techniques. When conflicts flare up between siblings or friends, derive lessons from it. Encourage children to practice compromise by looking for alternatives where both sides of them come to the table with some of what they need. With composure and practicing slowly, children internalize the essential skills to manage their relationships well. These skills form a base for advancing oneself in future social trades. Sincerely, (Your Name) Lesson Plan 6 (3-4 years): Creative Expression Benchmark: D.1 – “Embarks on, engages in, and continues to be in a state of playfulness during real and/or imaginary events through creative play”. Book: Not a Box, by Antoinette Portis (2007). Learning Goals: • Take part in extended episodes of imaginative play with no restrictions. • Employ a common theme/Structure for representation of ideas/roles. • Persevere and cope with obstacles during creative play scenarios. • Cooperate with other colleagues by allotting roles and hammering up scenes. Key Concepts: Imaginative play Role-playing Persistence Collaboration Vocabulary: Think, act, persist, role, character, and circumstances. Activities: Play zones with simple accessories such as (boxes, fabrics, etc.). Retelling/acting out familiar stories Open-ended art prompts bring forth creative imaginations. Give learners problems to deal with/solve in a role-play setting. Letter to Families: Dear Families, This week, our preschool children have been in the magical world of imagination play! Through creative play, children can articulate their viewpoints, problem-solve, create stories, and interact with peers (Stagnitti et al., 2016). Here are some ways to encourage imaginative play at home: • Assemble things that are likely found in/can be made from households like boxes and fabrics (e.g. clothing, sheets). • Have your child play cast the well-known stories or ask him to make up new tales. • Open up open-ended studies by handing out prompts like “Draw your favorite superhero.” • Act out as a dentist, surgeon, TV host, or even an astronaut in the simulator. In case of such a situation arrange conflicts and stories with messes from which your child may come out creatively. No more worries about messes or transcripts; just let their minds run free! This pretty much establishes the three core competencies: creativity, storytelling, and divergent verbalizing. Sincerely, (Your Name) References Brownell, C. A. (2016). Early developments in joint action. Review of Philosophy and Psychology, 7(1), 193-211. Cassidy, J., Jones, J.D., & Shaver, P.R. (2017). Contributions of attachment theory and research: A framework for future research, translation, and policy. Development and Psychopathology, 29(5), 1415-1434. Gasparovic, S., Vrana, V., & Loncaric, D. (2020). Nurturing creativity through sensory integration activities. Journal of Elementary Education, 13(4), 513-526. Longhi, E. (2019). An exploratory study on the aspects of social and emotional learning in musical practice at school. Thinking Skills and Creativity, 31, 309-326. Luckner, A. E., & Pianta, R. C. (2011). Teacher-student interactions in fifth grade classrooms: Relations with children’s peer behavior. Journal of Applied Developmental Psychology, 32(5), 257-266. https://doi.org/10.1016/j.appdev.2011.02.010 Stagnitti, K., Bailey, A., Stevenson, E.H., Reynolds, E., & Kidd, E. (2016). An investigation into the effect of play-based instruction on the development of play skills and oral language. Journal of Early Childhood Research, 14(4), 389-406. https://doi.org/10.1177/1476718X15570959 Stagnitti, K., Bailey, A., Stevenson, E.H., Reynolds, E., & Kidd, E. (2016). An investigation into the effect of play-based instruction on the development of play skills and oral language. Journal of Early Childhood Research, 14(4), 389-406. https://doi.org/10.1177/1476718X15570959
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