Scroll down the page to view all the archived activites...
February 2005
Get Well Soon!
|
| It’s not uncommon for a child to miss school or child care due to illness. You can show the children that you value every person by asking the children, “Who’s not here today?” Talk about who is missing and why. Children will learn from our example that we care about each other and that we miss our friends when they are away.
Making a simple "get well" card is a lovely way to demonstrate the importance of caring for others. The children can draw pictures for the card and dictate a few words for you to write for them. This simple gesture can be as important to the sender as it is to the receiver.
|
This activity supports the following goals and standards:
|
Category: |
Social/Emotional |
Illinois State Goal: |
Students will be able to demonstrate a respect and responsibility for self and others.
|
Illinois Learning Standard: |
Perform effectively as an individual.
|
Early Learning Checklist/Benchmark: |
Peer Interaction - Demonstrates empathy and care. |
| |
January 2005
Read "Owl Babies" andTalk About Goodbyes
|
| Learning to separate from a parent or loved one is an important job for a young child. When a preschooler is in a new child care setting, it is normal for the child to cry, or even throw a tantrum, when the parent leaves for the day. With the gentle comfort of the teacher/caregiver, a snuggly toy or family picture, and the safety of predictable routines, a child will gradually develop the ability to say goodbye.
The picture book Owl Babies by Martin Wadell creates a wonderful opportunity to talk about children's separation feelings. In Owl Babies, three young owls wait for the return of their owl mother to the nest. The simple language and level illustrations draw the children into the story. The safe return of the owl mother provides a satisfying ending.
After reading Owl Babies, ask the children how the owl babies were feeling while their mother was away. How did they feel when the mother returned? Have you every felt that way?
|
This activity supports the following goals and standards:
|
Category: |
Social/Emotional |
Illinois State Goal: |
Students will be able to demonstarte respect and responsibility for self and others. |
Illinois Learning Standard: |
Perform effectively as an individual. |
Early Learning Checklist/Benchmark: |
Adult interaction - Child separates comfortably from parent/guardian after a reasonable amount of time. |
| |
|
March 2005
"Inquiring Minds"
|
| Sometimes it’s hard to get children to talk about their feelings. When we ask, “How are you feeling?” or “How was your day?” we often hear answers like, “Fine” and “OK”.
Here’s one way to get a conversation going. Set aside time for special “interviews” about feelings. Ask the children to help you write a list of questions to ask people about their feelings. Give children an example like, “What makes you feel happy?” or “What do you do when you feel sad?”
Once you have a list of questions, interview each child, or have the children interview each other. If time allows, write down all the answers in a notebook or on a big sheet of paper.
Later, when a child is having trouble expressing a feeling, like sadness or anger, you can look back on the interviews. “Remember when you said feeling mad is like a big crash? I wonder if that’s how you are feeling now?”
|
This activity supports the following goals and standards:
|
Category: |
Social/Emotional |
Illinois State Goal: |
Students will be able to develop an awareness of personal identity and positive self-concept. |
Illinois Learning Standard: |
Develop a positive self-concept. |
Early Learning Checklist/Benchmark: |
Expresses a wide range of emotions. |
| |
April 2005
Safety Queen/Safety King
|
| One great way to help children become more aware of simple safety rules, is to take turns being a "Safety Queen" or "Safety King".
Have the children help you make a paper crown. Then make a list for taking turns, or write the children's names on a calendar. Each child gets to wear the paper crown and be a "Safety Queen" or "Safety King" for one day. That person is responsible for reminding everyone of important safety rules. Perhaps the "Safety Queen" will be the line leader when crossing the street. Or perhaps the "Safety King" will make sure no one steps in front of the swing set while people are swinging.
Some children will relish every opportunity to tell other people what to do! They should be praised for their hard work, but they may need to be reminded to speak to others with kindness and patience.
|
This activity supports the following goals and standards:
|
Category: |
Social-Emotional |
Illinois State Goal: |
Students will be able to demonstrate a respect and responsibility for self and others. |
Illinois Learning Standard: |
Perform effectively as an individual. |
Early Learning Checklist/Benchmark: |
Self-Management - Follows simple safety rules. |
| |
April 2005
Mine!
|
| Set aside a special day on the calendar for "Visiting Day". Invite the children to bring a stuffed animal from home on that day.
When the children arrive with their "guests", gather together and introduce the visitors to each other. Talk about how important it is that we take good care of our guests. Ask the children, "What can we do to make sure we take good care of our visitors today?" Start a list of the children's ideas.
One good idea might be to write the child's name somewhere on each animal. Another idea might be to keep the animals in a safe place, such as in a cubby, or lined up on a bench.
It might be helpful to limit the sharing of the animals, at least for this special day. Each child is responsible for his or her own toy.
A number of times throughout the day, ask the children to check on how their visitors are doing. Make sure every child knows where to find his/her animal at all times.
Don't be surprised if children need lots of help and reminders! This is just one step on the road to responsibility.
|
This activity supports the following goals and standards:
|
Category: |
Social/Emotional |
Illinois State Goal: |
Students will be able to demonstrate a respect and responsibility for self and others. |
Illinois Learning Standard: |
Perform effectively as an individual. |
Early Learning Checklist/Benchmark: |
Self-help: Takes care of his/her possessions. |
| |
|
April 2005
Yes, You Belong Here
|
|
From the classroom of Bettye Cohns, Child Care Center of Evanston.
After just one visit to Bettye Cohn's classroom, it is easy see what makes Bettye such a respected teacher. Her patient manner and encouraging words help everyone feel at home.
This was especially evident during morning group time. A special turn-taking game was just winding down when several children arrived at school. Instead of ending the game and moving on, Bettye gently announced that the group would wait and give the new arrivals a chance to play the game too. Though many children were getting "wiggly" with waiting, Bettye's tone of voice and body language was the model of calm and patience.
By waiting for the newcomers to play the game, Bettye's message was clear: "Everyone is important. We are all part of this group."
|
This activity supports the following goals and standards:
|
Category: |
Social/Emotional |
Illinois State Goal: |
Students will be able to demonstrate a respect and responsibility for self and others. |
Illinois Learning Standard: |
Perform effectively as a member of a group. |
Early Learning Checklist/Benchmark: |
Peer interaction - Develops positive relationships with other children. |
| |
April 2005
Classroom Rules
|
|
From the classroom of Bettye Cohns, Child Care Center of Evanston.
In Bettye Cohns' classroom, there is a poster that reminds children of the rules. Each rule is represented by a photo of an actual classroom scene. The photos bring the rules to life, making them meaningful to the children.
The poster is labeled, "We will be..."
The words and photos are:
Fair (a photo of two children sharing toys)
Respectful (a photo of a group of children listening to a story)
Caring (a photo of the children helping someone climb a ladder)
Safe (a photo of several children climbing on the playground)
Responsible (a photo of children sorting toys)
And have fun (a photo of children dancing)
|
This activity supports the following goals and standards:
|
Category: |
Social-Emotional |
Illinois State Goal: |
Students will be able to demonstrate a respect and responsibility for self and others. |
Illinois Learning Standard: |
Perform effectively as an individual. |
Early Learning Checklist/Benchmark: |
Self-Management - Follows simple safety rules. |
| |
April 2005
"Child of the Week"
|
| From the classroom of Bettye Cohns, Child Care Center of Evanston.
In Bettye Cohns' classroom, there is a special bulletin board that features a "Child of the Week". Every child in the class has a turn to appear on the bulletin board. Along with a variety of photos from both home and school, the board includes the following information about each child:
I like to eat:
My favorite animal:
Things I can do are:
When I am a grown-up I will:
I really like to:
|
This activity supports the following goals and standards:
|
Category: |
Social-Emotional |
Illinois State Goal: |
Students will be able to develop an awareness of personal identity and positive self-concept. |
Illinois Learning Standard: |
Develop a positive self-concept. |
Early Learning Checklist/Benchmark: |
Identifies photo of self. Expresses a wide range of emotions. Demonstrates self-confidence. |
| |
May 2005
"Sorry Doesn’t Fix It"
|
| There’s an old schoolyard expression that goes, “Sorry Doesn’t Fix It”. It means that when one child hurts another child, just saying "I'm sorry" sometimes isn’t enough. What children really want to hear is that they won’t be hurt again.
Adults teach children to say, “I’m sorry” when they hurt someone. It’s an important ritual and it teaches children to be kind and polite to others. But children know that sometimes they really don’t feel sorry. And some children say, “I’m sorry” just to keep from getting in trouble.
In addition to saying, “I’m sorry”, it’s important to teach children how to prevent the problem from happening again. Here are some examples of what children can be taught to say:
“I’m sorry. I won’t swing the stick anymore.”
“I’m sorry. I didn’t mean to hurt you. Are you OK?”
“I’m sorry. I’ll be more careful now.”
|
This activity supports the following goals and standards:
|
Category: |
Social Emotional |
Illinois State Goal: |
Students will be able to demonstrate a respect and responsibility for self and others. |
Illinois Learning Standard: |
Perform effectively as a member of a group. |
Early Learning Checklist/Benchmark: |
Peer Interaction: Develops positive relationships with other children. |
| |
June 2005
Self-Portraits: Before and After
|
|
One day, ask the children to draw pictures of themselves. Save their pictures.
The next day, bring a full length mirror into the classroom. Ask the children to draw pictures of themselves again. But this time, invite them to study their faces and bodies in the mirror first.
Ask questions that will help the children observe:
"What is the shape of your eyes?"
"How long is your neck?"
"Which is longer, your arms or your legs?"
When the children are finished, compare these self-portraits to the ones they did before using the mirror.
Ask the children: Do you notice any differences? And why?
|
This activity supports the following goals and standards:
|
Category: |
Social Emotional |
Illinois State Goal: |
Students will be able to develop an awareness of personal identity and positive self-concept. |
Illinois Learning Standard: |
Develops a positive self-concept. |
Early Learning Checklist/Benchmark: |
Self-Image: Draws person with at least five body parts. |
| |
June 2005
Team Musical Chairs
|
| This game is like traditional musical chairs, except that no one is eliminated from the game.
Place chairs in a row. The number of chairs should be one less than the number of children playing the game. (For example, if seven children are playing, start with six chairs.)
Play music on a CD, tape, or radio. Children should walk in a circle around the chairs while the music is playing. When the music stops, the children must find a place to sit down.
One child won't have a place to sit. The rest of the children must find a way for the child left standing to sit down: by sharing a chair or sitting on laps.
Continue to play the game, removing one more chair after each round. Eventually you will have just one chair left. This is when the fun truly begins! See how creative the children can be when they must fit a whole group of children onto one chair. Laughs guaranteed!
|
This activity supports the following goals and standards:
|
Category: |
Social/Emotional |
Illinois State Goal: |
Students will be able to develop an awareness of personal identity and positive self-concept. |
Illinois Learning Standard: |
Develop a positive self-concept. |
Early Learning Checklist/Benchmark: |
Exhibits creativity in seeking solutions to problems. |
| |
