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Summer Fun Activities
Outdoor Fun:
1. Sprinkler Fun Day:
Materials: Sprinklers, water hoses, have the children bring bathing suits,
towels, and water shoes (or shoes that can get wet other than flip flops).
Directions: Set up sprinklers in different parts of the playground. Go over
the safety rules with the children (Ex: move in the same direction when
going through the sprinklers, etc.). Make sure Teachers monitor each
sprinkler area. Have a blast enjoying the water and sunshine.
Standards for 4 Year Olds Addressed:
I.A.6 Demonstrates self-control, interpersonal, and social skills in relation to
mental health
I.A.9 Actively participates in physical fitness activities
I.C.1 Demonstrates increasing motor control and balance
I.C.2 Demonstrates the ability to combine movements for gross motor skills
II.A.1 Shows curiosity and is eager to learn new things and have new
experiences
III.A.b.1 Follows simple rules, agreements, and familiar routines with
teacher support
III.B.b.1 Interacts with and develops positive relationships with peers
III.B.c.1 Develops positive relationships and interacts comfortably with
familiar adults
IV.C.1 Shows an understanding of words and their meanings
IV.E.1 Uses language to express needs and feelings, share experiences,
predict outcomes, and resolve problems
V.A.e.4 Uses directions to move through space and find places in space
V.B.d.1 Explores the outdoor environment and begins to recognize changes
(e.g., weather conditions) in the environment, with teacher support and
multiple experiences over time
2
V.C.a.1 Begins to recognize and appreciate similarities and differences in
people
Standards for 3 Year Olds Addressed:
Physical Development
A.2 Demonstrates increasing control of large muscles
A.3 Demonstrates increasing coordination of large muscles
C.2 Actively takes part in basic health and safety routines
D.3 Shows physical needs are met
Approaches to Learning
A.1 Shows curiosity and is eager to learn new things and have new
experiences
B.1 Sustains attention for brief periods and finds help when needed
C.1 Approaches daily activities with creativity and inventiveness
D.1 Shows initial signs of planning and learning from their experiences
Social and Emotional Development
A.1 Develops positive relationships and interacts comfortably with familiar
adults
A.2 Interacts with and develops positive relationships with peers
A.3 Joins in group activities and experiences within early learning
environments
A.4 Shows care and concern for others
B.1 Follows simple rules and familiar routines with support
B.3 Adapts to transitions with support
B.4 Shows developing ability to solve social problems with support from
familiar adults
C.1 Shows growing confidence in their abilities
C.2 Begins to independently initiate and direct some experiences
Language and Communication
A.1 Listens to and understands spoken language
A.2 Shows understanding by following simple directions
B.1 Shows improving expressive communication skills
B.2 Shows increased vocabulary and uses language for many purposes
3
Cognitive Development and General Knowledge
A.5 Shows beginning understanding of special relationships and position
words
B.1 Uses senses to collect information through observation and exploration
C.1 Begins to recognize and appreciate similarities and differences in people
C.4 Demonstrates awareness of group rules
C.5 Demonstrates awareness of the environment around them
Standars for 2 Year Olds Addressed:
Physical Development
A.1 Shows characteristics of appropriate health and development
A.2 Demonstrates advancing balance, control, and coordination
C.1 Demonstrates advancing participation in self-care
C.2 Participates in basic health and safety routines
D.1 Exhibits auditory abilities to support healthy growth and development
D.3 Shows basic physical needs are met
Approaches to Learning
A.1 Shows eagerness and curiosity as a learner
B.1 Spends more time engaging in child-initiated activities and seek and
accept help when encountering a problem
C.1 Explores the environment with purpose and flexibility
Social and Emotional Development
A.1 Forms and maintains secure relationships with others
A.2 Responds to the environment
B.1 Demonstrates increasing emotional regulation
B.2 Demonstrates increasing behavior regulation
B.3 Demonstrates increasing social problem-solving
C.1 Forms and maintains mutual relationships with others
C.2 Becomes aware of oneself as a unique individual while still connected to
others
C.3 Demonstrates increasing sense of competence and confidence in growing
abilities
4
Language and Communication
A.1 Gains meaning through listening
B.1 Speaks clearly enough to be understood by most listeners
B.2 Participates in conversations
Cognitive Development and General Knowledge
A.1 Demonstrates varying responses to people and objects
A.2 Engages in multiple productive relationships
A.3 Initiates rich and varied events
B.1 Demonstrates varying responses to people and objects
B.2 Engages in multiple productive relationships
C.1 Demonstrates discriminating responses to people and things
2. Ice block or ice cubes in the water table: (fun in the sand table too!)
Materials: A water table (or large container) filled with water that is
colored with blue food coloring (or a sand table or large container with sand
in it), an ice block or ice cubes, cups, scoops, magnifying glasses (sand molds
and shovels for the sand table).
Directions:
1. Ask children what they know about ice. (“Have you ever played with ice
before?” “What does ice feel like?” “What happens when ice gets hot?”
“What happens to ice when you put it in a drink?” “What happens to ice
when you hold it?” etc.)
2. Explain to the children that you are going to put some ice in the water
table (sand table). Tell them that they can hold it, scoop it, and put it in
containers.
3. Have the children predict what they think will happen to the ice cubes
that are put in the water or sand table.
4. Remind them that this ice is not to be put in their mouths. It has germs
on it since it is being played with.
5. Explain the rules for playing in this center.
5
6. As the children play with the ice, talk with them about what they see
happening to the ice. Talk with them about how the ice feels and looks.
Discuss their predictions.
Vocabulary: cold, freezing, frozen, wet, hard, slick, smooth, dissolve, melt,
large, medium, small, tiny, solid, liquid
Standards for 4 Year Olds Addressed:
1.A.2 Shows visual abilities to facilitate learning and healthy growth and
development
1.A.3 Demonstrates auditory abilities to facilitate learning and healthy growth
and development
I.A.6 Demonstrates self-control, interpersonal, and social skills in relation to
mental health
I.D.1 Demonstrates increasing control of small motor muscles to perform
simple tasks
I.D.2 Uses eye-hand coordination to perform fine motor tasks
II.A.1 Shows curiosity and is eager to learn new things and have new
experiences
II.B.1 Attends to tasks for a brief period and seeks help when needed
II.C.1 Approaches daily activities with creativity
III.A.b.1 Follows simple rules, agreements, and familiar routines with teacher
support
III.A.b.2 Begins to use materials with increasing care and safety
III.B.a.1 Shows increasing confidence in their own abilities
III.B.b.1 Interacts with and develops positive relationships with peers
III.B.c.1 Develops positive relationships and interacts comfortably with
familiar adults
IV.A.1 Increase knowledge through listening
IV.B.1 Speech is understood by both familiar and an unfamiliar peer or adult
IV.C.1 Shows an understanding of words and their meanings
IV.C.2 Shows increased vocabulary to describe many objects, actions, and
events
IV.D.1 Uses age-appropriate grammar in conversations and increasingly
complex phrases and sentences
IV.D.2 Connects phrases and sentences to build ideas
6
IV.E.1 Uses language to express needs and feelings, share experiences, predict
outcomes, and resolve problems
IV.E.2 Initiates, asks questions, and responds to adults and peers in a variety
of settings
IV.E.3 Uses appropriate language and style for context
V.B.a.1 Demonstrates the use of simple tools and equipment for observing and
investigating
V.B.a.2 Examines objects and makes comparisons
V.B.b.1 Explores the physical properties and creative use of objects or matter
Standards for 3 Year Olds Addressed:
Physical Development
B.1 Demonstrates increasing control of small muscles
D.1 Exhibits auditory abilities to support healthy growth and development
Approaches to Learning
A.1 Shows curiosity and is eager to learn new things and have new experiences
B.1 Sustains attention for brief periods and finds help when needed
C.1 Approaches daily activities with creativity and inventiveness
D.1 Shows initial signs of planning and learning from their experiences
Social and Emotional Development
A.1 Develops positive relationships and interacts comfortably with familiar
adults
A.2 Interacts with and develops positive relationships with peers
A.3 Joins in group activities and experiences within the early learning
environments
B.1 Follows simple rules and familiar routines with support
B.2 Begins to use materials with increasing care and safety
C.1 Shows growing confidence in their abilities
Language and Communication
A.1 Listens to and understands spoken language
A.2 Shows understanding by following simple directions
B.1 Shows improving expressive communication skills
B.2 Shows increased vocabulary and uses language for many purposes
Cognitive Development and General Knowledge
A.5 Shows beginning understanding of spatial relationships and position words
A.6 Demonstrates beginning ability to compare and contrast
B.1 Uses senses to collect information through observation and exploration
B.2 Begins to use simple tools for observing and investigating
7
B.3 Begins to compare objects
C.4 Demonstrates awareness of group rules
Standards for 2 Year Olds Addressed:
Physical Development
B.1 Develops visual abilities to support healthy growth and development
B.2 Demonstrates advancing strength, control, and eye-hand coordination
D.1 Exhibits auditory abilities to support healthy growth and development
Approaches to Learning
A.1 Shows eagerness and curiosity as a learner
B.1 Spends more time engaging in child-initiated activities and seek and accept
help when encountering a problem
C.1 Explores the environment with purpose and flexibility
Social and Emotional Development
A.1 Forms and maintains secure relationships with others
A.2 Responds to the environment
B.2 Demonstrates increasing behavior regulation
B.3 Demonstrates increasing social problem-solving
C.1 Forms and maintains mutual relationships with others
Language and Communication
A.1 Gains meaning through listening
B.1 Speaks clearly enough to be understood by most listeners
B.2 Participates in conversations
Cognitive Development and General Knowledge
A.1 Demonstrates varying responses to people and objects
A.3 Initiates rich and varied events
B.1 Demonstrates varying responses to people and objects
B.3 Initiates rich and varied events
C.1 Demonstrates discriminating responses to people and things
3. Paint sidewalks, buildings, and fences with water:
Materials: Buckets, water, all types and sizes of paint brushes and paint
rollers. (The Dollar Tree is a great place to get the materials needed for
this activity.)
8
Directions:
1. Introduce this activity by showing the children the different sizes of
paint brushes (talk about the different sizes) and the buckets of water
and explaining that they can use the materials to paint the sidewalks,
buildings and fences.
2. Make sure you provide many buckets and paint brushes so more than one
or two children can do this activity at the same time. It will be a very
popular activity.
3. Discuss the rules of the activity with the children.
4. As the children do the activity, discuss what is happening to the water
they have been painting with. The water will begin to disappear because
of evaporation (“What happened to the water?” “Where do you think it
went?” “Why do you think that happened?”).
5. This is a great activity to do often during our hot weather days.
Vocabulary: Evaporate, disappear, small, medium, large, thick, thin, big,
little, wide, narrow, stroke, up, down, horizontal, vertical.
Standards for 4 Year Olds Addressed:
I.A.2 Shows visual abilities to facilitate learning and healthy growth and
development
I.A.3 Demonstrates auditory ability to facilitate learning and healthy growth
and development
I.A.6 Demonstrates self-control, interpersonal, and social skills in relationship
to mental health
I.D.1 Demonstrates increasing control of small motor muscles to perform
simple tasks
I.D.2 Uses eye-hand coordination to perform fine motor tasks.
I.D.3 Shows beginning control of writing by using various drawing and art tools
with increasing coordination
II.A.1 Shows curiosity and is eager to learn new things and have new
experiences
II.B.1 Attends to tasks for a brief period and seeks help when needed
II.C.1 Approaches daily activities with creativity
II.D.1 Shows initial signs of planning and learning from their experiences
III.A.a.1 Demonstrates growing autonomy and independence, indicated by
increasing self-care and willing participation in daily routines, when given
consistent and predictable environment
9
III.A.b.1 Follows simple rules, agreements, and familiar routines with teacher
support
III.A.b.2 Begins to use materials with increasing care and safety
III.B.a.1 Shows increasing confidence in their own abilities
III.B.b.1 Interacts with and develops positive relationships with peers
III.B.c.1 Develops positive relationships and interacts comfortably with
familiar adults
IV.A.1 Increases knowledge through listening
IV.B.1 Speech is understood by both a familiar and an unfamiliar peer or adult
IV.C.1 Shows an understanding of words and their meanings
IV.C.2 Shows increased vocabulary to describe many objects, actions, and
events
IV.D.1 Uses age-appropriate grammar in conversations and increasingly
complex phrases and sentences
IV.D.2 Connects phrases and sentences to build ideas
IV.E.1 Uses language to express needs and feelings, share experiences, and
predict outcomes
IV.E.3 Uses appropriate language and style for context
V.B.b.1 Explores the physical properties and creative use of objects or matter
Standards for 3 Year Olds Addressed:
Physical Development
B.1. Demonstrates increasing control of small muscles
B.2 Shows improving eye-hand coordination
B.3 Uses various drawing and art tools with developing coordination
D.1 Exhibits auditory abilities to support healthy growth and development
Approaches to Learning
A.1 Shows curiosity and is eager to learn new things and have new
experiences
B.1 Sustains attention for brief periods of time and finds help when needed
C.1 Approaches daily activities with creativity and inventiveness
D.1 Shows initial signs of planning and learning from their experiences
Social and Emotional Development
A.1 Develops positive relationships and interacts comfortably with familiar
adults
A.2 Interacts with and develops positive relationships with peers
A.3 Joins in group activities and experiences within early learning
environments
10
B.1 Follows simple rules and familiar routines with support
B.2 Begins to use materials with increasing care and safety
C.1 Shows growing confidence in their abilities
C.2 Begins to independently initiate and direct some experiences
Language and Communication
A.1. Listens to and understands spoken language
A.2 Shows understanding by following simple directions
B.1 Shows improving expressive communication skills
B.2 Shows increased vocabulary and uses language for many purposes
Cognitive Development and General Knowledge
C.4 Demonstrates awareness of group rules
D.1 Uses many different creative art materials to express and explore
Standards for 2 Year Olds Addressed:
Physical Development
B.1 Develops visual abilities to support healthy growth and development
B.2 Demonstrates advancing strength, control, and eye-hand coordination
D.1 Exhibits auditory abilities to support healthy growth and development
Approaches to Learning
A.1 Shows eagerness and curiosity as a learner
B.1 Spends more time engaged in child-initiated activities and seek and accept
help when encountering a problem
C.1 Explores the environment with purpose and flexibility
Social and Emotional Development
A.1 Forms and maintains secure relationships with others
A.2 Responds to the environment
C.1 Forms and maintains mutual relationships with others
C.3 Demonstrates increasing sense of competence and confidence in growing
abilities
Language and Communication
A.1 Gains meaning through listening
B.1 Speaks clearly enough to be understood by most listeners
B.2 Participates in conversations
Cognitive Development and General Knowledge
A.1 Demonstrates varying responses to people and objects
A.3. Initiates rich and varied events
C.1 Demonstrates discriminating responses to people and things
11
4. Lunch or Snack picnic in the shade:
Materials: Plan a lunch or snack that will be easy to take outside, a table
cloth or blanket to spread out on the ground, extra napkins and cleaning
supplies, trash bag for easy clean up.
Directions:
1. Talk with the children about eating out side and explain the expectations
for the activity. (“We will sit on the table cloth/blanket and eat our lunch
or snack.” “We will stay on the table cloth/blanket until we are done
eating.” “We will throw our trash in the trash bag.” etc.)
2. Spread out the table cloth/blanket before you go out so the children will
know where to go and sit when you go out.
3. While having the picnic, talk with the children about the healthy food
they are eating and what they are seeing, hearing, tasting, smelling,
feeling, etc. (“What sounds do you hear?” “What do you see in the sky?”
“What do you smell?” What do you see around you?” “Have you ever been
on a picnic with your family?” “What happened?” “Where did you go?”
etc.).
4. Make sure to remind the children to be good citizens and help keep the
Earth clean by throwing their trash away.
Standards for 4 Year Olds Addressed:
I.A.2 Shows visual abilities to facilitate learning and healthy growth and
development
I.A.3 Demonstrates auditory ability to facilitate learning and healthy growth
and development
I.A.6 Demonstrates self-control, interpersonal, and social skills in relation to
mental health
I.A.7 Shows basic physical needs are met
I.A.10 Makes healthy food choices
I.B.1 Actively participates in self-care
II.A.1 Shows curiosity and is eager to learn new things and have new
experiences
III.A.a.1 Demonstrates growing autonomy and independence, indicated by
increasing self-care and willing participation in daily routines, when given
consistent and predictable environment
12
III.A.b.1 Follows simple rules, agreements, and familiar routines with teacher
support
III.B.a.1 Shows increasing confidence in their own abilities
III.B.b.1 Interacts with and develops positive relationships with peers
III.B.c.1 Develops positive relationships and interacts comfortably with
familiar adults
IV.A.1 Increases knowledge through listening
IV.B.1 Speech is understood by both a familiar and an unfamiliar peer or adult
IV.C.1 Shows an understanding of words and their meanings
IV.C.2 Shows increased vocabulary to describe many objects, actions, and
events
IV.D.1 Uses age-appropriate grammar in conversations and increasingly
complex phrases and sentences
IV.D.2 Connects phrases and sentences to build ideas
IV.E.1 Uses language to express needs and feelings, share experiences,
predict outcomes, and resolve problems
IV.E.3 Uses appropriate language and style for context
V.B.c.1 Explores growth and change of living things
V.B.c.2 Identifies the characteristics of living things
V.B.c.3 Identifies the five senses and explores functions of each
V.B.d.1 Explores the outdoor environment and begins to recognize changes
(e.g., weather conditions) in the environment, with teacher support and
multiple experiences over time
V.B.e.1 Demonstrates ongoing environmental awareness and responsibility
(e.g., reduce, reuse, recycle), with teacher support and multiple experiences
over time
Standards for 3 Year Olds Addressed:
Physical Development
B.1 Demonstrates increasing control of small muscles
C.1 Actively participates in self-care
D.1 Exhibits auditory abilities to support healthy growth and development
Approaches to Learning
A.1 Shows curiosity and is eager to learn now things and have new experiences
B.1 Sustains attention for brief periods and finds help when needed
13
Social and Emotional Development
A.1 Develops positive relationships and interacts comfortably with familiar
adults
A.2 Interacts with and develops positive relationships with peers
A.3 Joins in group activities and experiences with early learning environments
B.1 Follows simple rules and familiar routines with support
C.1 Shows growing confidence in their abilities
Language and Communication
A.1 Listens to and understands spoken language
A.2 Shows understanding by following simple directions
B.1 Shows improving expressive communication skills
B.2 Shows increased vocabulary and uses language for many purposes
Cognitive Development and General Knowledge
B.1 Uses senses to collect information through observation and exploration
C.5 Demonstrates awareness of the environment around them
Standards for 2 Year Olds Addressed:
Physical Development
B.1 Develops visual abilities to support healthy growth and development
C.1 Demonstrates advancing strength, control, and eye-hand coordination
C.2 Participates in basic health and safety routines
D.1 Exhibits auditory abilities to support healthy growth and development
Approaches to Learning
A.1 Shows eagerness and curiosity as a learner
Social and Emotional Development
A.1 Forms and maintains secure relationships with others
A.2 Responds to the environment
B.1 Demonstrates increasing emotional regulation
B.2 Demonstrates increasing behavior regulation
C.1 Forms and maintains mutual relationships with others
C.3 Demonstrates increasing sense of competence and confidence in growing
abilities
Language and Communication
A.1 Gains meaning through listening
B.1 Speaks clearly enough to be understood by most listeners
B.2 Participates in conversations
14
Cognitive Development and General Knowledge
A.3 Initiates rich and varied events
B.2 Engage in multiple productive relationships
5. Dish Washing Station:
(Truck, Bike, Clothes, or Baby Washing Station.)
Materials: Dishwashing liquid, water, sponges, scrubbers, dish towels
(for drying), plastic bowls, plastic plates, silverware, dish drainer, rubber
gloves, small basin or sand and water table, chart paper, and markers.
Before beginning this activity: Arrange materials to give children an
idea of how this activity should flow. Dishwashing liquid should be placed
in container along with sponges/scrubbers, etc. Dishes should be easily
accessible, dish drainer and drying towels should be set off to the side
ready for use. Children could easily work as a team for this activity (one
child would wash and another could dry).
Directions:
1. Talk with the children about responsibility. Explain to the children
that there are jobs that are performed at school to help the
classroom run smoothly. Ask children if they can name some of the
classroom jobs/responsibilities (line leader, snack helper, etc.).
2. Then discuss with the children some of the
jobs/chores/responsibilities that take place in their homes. For
example: laundry, cooking, making the beds, sweeping, moping,
dishwashing, etc. Invite children to share who performs these types
of jobs in their homes.
3. List the family jobs/chores/responsibilities on chart paper, saying the
names of each letter as you write them.
4. Explain to the children that in this activity they will be performing
one household/family responsibility.
5. Allow the children to wash dishes using sponges and scrubbers. After
dishes are placed in the drainer, have children use dishtowels to dry
the dishes.
6. Hang a clothes line up so the children can use clothes pins to hang up
the wet dishtowels.
7. This activity can also be done with trucks, bikes, clothes, and babies.
15
Standards for 4 Year Olds Addressed:
I.A.2 Shows visual abilities to facilitate learning and healthy growth and
development
I.A.3 Demonstrates auditory ability to facilitate learning and healthy growth
and development
I.A.6 Demonstrates self-control, interpersonal, and social skills in relation to
mental health
I.D.1 Demonstrates increasing control of small motor muscles to perform
simple tasks
II.A.1 Shows curiosity and is eager to learn new things and have new
experiences
II.B.1 Attends to tasks for a brief period and seeks help when needed
II.D.1 Shows initial signs of planning and learning from their experiences
III.A.a.1 Demonstrates growing autonomy and independence, indicated by
increasing self-care and willing participation in daily routines, when given
consistent and predictable environment
III.A.b.1 Follows simple rules, agreements, and familiar routines with teacher
support
III.A.b.2 Begins to use materials with increasing care and safety
III.B.a.1 Shows increasing confidence in their own abilities
III.B.b.1 Interacts with and develops positive relationships with peers
IV.A.1 Increases knowledge through listening
IV.A.2 Follows multi-step directions
IV.B.1 Speech is understood by both a familiar and an unfamiliar peer or adult
IV.C.1 Shows and understanding of words and their meanings
IV.C.2 Shows increased vocabulary to describe many objects, actions, and
events
IV.D.1 Uses age-appropriate grammar in conversations and increasingly complex
phrases and sentences
IV.D.2 Connects phrases and sentences to build ideas
IV.E.1 Uses language to express needs and feelings, share experiences, predict
outcomes, and resolve problems
IV.E.3 Uses appropriate language and style for context
V.C.a.1 Begins to recognize and appreciate similarities and differences in people
V.C.a.2 Begins to understand family characteristics, roles, and functions
V.C.a.3 Shows awareness and describes some social roles and jobs that people
do
16
Standards for 3 Year Olds Addressed:
Physical Development
B.1 Demonstrates increasing control of small muscles
D.1 Exhibits auditory abilities to support healthy growth and development
Approaches to Learning
A.1 Shows curiosity and is eager to learn new things and have new experiences
B.1 Sustains attention for brief periods and finds help when needed
D.1 Shows initial signs of planning and learning from their experiences
Social and Emotional Development
A.1 Develops positive relationships and interacts comfortably with familiar
adults
A.2 Interacts with and develops positive relationships with peers
A.3 Joins group activities and experiences within early learning environments
B.1 Follows simple rules and familiar routines with support
B.2 Begins to use materials with increasing care and safety
C.1 Shows growing confidence in their abilities
Language and Communication
A.1 Listens to and understands spoken language
A.2 Shows understanding by following simple directions
B.1 Shows improving expressive communication skills
B.2 Shows increased vocabulary and uses language for many purposes
Cognitive Development and General Knowledge
C.1 Begins to recognize and appreciate similarities and differences in people
C.2 Begins to understand family characteristic, roles, and functions
C.3 Shows awareness of some social roles and jobs that people do
D.3 Engages in creative movement and dramatic play
Standards for 2 Year Olds Addressed:
Physical Development
B.1 Develops visual abilities to support healthy growth and development
B.2 Demonstrates advancing strength, control, and eye-hand coordination
D.1 Exhibits auditory abilities to support healthy growth and development
Approaches to Learning
A.1 Shows eagerness and curiosity as a learner
B.1 Spends more time engaging in child-initiated activities and seek and accept
help when encountering a problem
C.1 Explores the environment with purpose and flexibility
17
Social and Emotional Development
A.1 Forms and maintains secure relationships with others
A.2 Responds to the environment
B.2 Demonstrates increasing behavior regulation
B.3 Demonstrates increasing social problem-solving
C.1 Forms and maintains mutual relationships with others
C.2 Becomes aware of oneself as a unique individual while still connected to
others
Language and Communication
A.1 Gains meaning through listening
B.1 Speaks clearly enough to be understood by most listeners
B.2 Participates in conversations
Cognitive Development and General Knowledge
A.1 Demonstrates varying responses to people and objects
A.3 Initiates rich and varied events
Summer Fun Recipes:
Vocabulary to use with cooking experiences: Attribute Ingredient Pour
Bake Knead Recipe
Blender Measure Shake
Combine Measuring cups Skewer
Consistency Measuring spoons Spread
Dip Melt Texture
Freeze Miniature Thicken
Fruit Mix Viscosity
Instructions to use with all recipes (when developmentally appropriate):
All experiences should be done as a small group.
Have the children wash their hands and join you at the table.
Be sure that all of your materials and ingredients are pre-arranged and oven
pre-heated if needed. This would include having your recipe written out and
in picture form (on chart paper, a paper plate, construction paper, etc.) for
the children to follow.
Pre-scaffold the experience by telling the children what they will be doing,
the rules, and expectations.
18
Introduce each ingredient. Let the children smell, taste, feel, smell, and
look at each one (when appropriate). Briefly discuss and document the
children’s observations.
Allow the children to measure, mix, stir, etc. This is their experience. The
more they do, the more they learn.
Talking points: What do you think is going to happen when. . .?, How do you
think this is going to change the taste/smell/feel/look of. . .?, What other
ingredients could we use? Why do you think. . .happened?
Recall all that you have done with the experience. Discuss and document;
what the children say as they talk about what they learned, what was the
most exciting for them, likes/dislikes, etc.
Fruity Tootie Smoothie:
Ingredients:
½ cup yogurt
2 cups frozen fruit
1 T. sugar
Materials needed:
½ cup measuring cup Mixing spoon
2 cup measuring cup Cups
1 tablespoon Blender
Recipe written out along with pictures for children to follow
Marker (or other writing tool) for recording observations, etc.
Directions:
Explain to the children that they will be making smoothies. When all of the
ingredients are combined and mixed in the blender it will change how it appears
from the individual ingredients in front of them. Allow the children to measure the
ingredients and add them to the blender. Talk with the children about the
different ingredients and materials being used. Ask them to predict what is going
to happen when you turn on the blender. Using the blender, mix all ingredients
until smooth and creamy. Explain the safety rules needed when using kitchen
appliances, such as a blender. Sing “One little, two little, three little, fruits. . .”
while blending the ingredients. Pour smoothie from blender into child’s cup or allow
the child to serve themselves. Enjoy
19
Standards for 4 Year Olds Addressed:
I.A.1 Shows characteristics of good health to facilitate learning
I.A.2 Shows visual abilities to facilitate learning and healthy growth and
development
I.A.3 Demonstrates auditory ability to facilitate learning and healthy growth and
development
I.A.6 Demonstrates self-control, interpersonal, and social skills in relation to
mental health
I.A.7 Shows basic physical needs are met
I.A.8 Actively takes part in basic health and safety routines
I.A.10 Makes healthy food choices
I.B.1 Actively participates in self-care
I.B.2 Helps carry out classroom routines
I.D.1 Demonstrates increasing control of small muscles to perform simple tasks
I.D.2 Uses eye-hand coordination to perform fine motor tasks
II.A.1 Shows curiosity and is eager to learn new things and have new experiences
II.B.1 Attends to tasks for a brief period and seeks help when needed
II.C.1 Approaches daily activities with creativity
II.D.1 Shows initial signs of planning and learning from their experiences
III.A.a.1 Demonstrates growing autonomy and independence, indicated by
increasing self-care and willing participation in daily routines, when given a
consistent and predictable environment
III.A.a.2 Begins to recognize, then internally manage and regulate, the expression
of emotions both positive and negative, with teacher support and multiple
experiences over time
III.A.b.1 Follows simple rules, agreements, and familiar routines with teacher
support
III.A.b.2 Begins to use materials with increasing care and safety
III.A.b.3 Adapts to transitions with increasing independence
III.B.a.1 Shows increasing confidence in their own abilities
III.B.b.1 Interacts with and develops positive relationship with peers
III.B.b.2 Develops special friendships
III.B.b.3 Shows care and concern for others
III.B.c.1 Develops positive relationships and interacts comfortably with familiar
adults
III.C.1 Shows developing ability to solve social problems with support from familiar
adults
IV.A.1 Increases knowledge through listening
20
IV.A.2 Follows multi-step directions
IV.B.1 Speech is understood by both a familiar and an unfamiliar peer or adult
IV.C.1 Shows an understanding of words and their meanings
IV.C.2 Shows increased vocabulary to describe many objects, actions, and events
IV.D.1 Uses age-appropriate grammar in conversations and increasingly complex
phrases and sentences
IV.D.2 Connects phrases and sentences to build ideas
IV.E.1 Uses language to express needs and feelings, share experiences, predict
outcomes, and resolve problems
IV.E.2 Initiates, ask questions, and responds to adults and peers in a variety of
settings
IV.E.3 Uses appropriate language and style for context
IV.F.1 Shows motivation for reading
IV.F.2 Shows age-appropriate phonological awareness
IV.F.3 Shows alphabetic knowledge
IV.F.4 Demonstrates comprehension of text read aloud
IV.G.1 Shows motivation to engage in written expression
V.A.a.1 Demonstrates understanding of one-to-one correspondence
V.A.a.3 Shows understanding by participating in the comparison of quantities
V.A.a.5 Counts and knows the sequence of number names (spoken)
V.A.a.6 Shows understanding of and uses appropriate terms to describe ordinal
positions
V.A.b.1 Shows understanding of how to combine sets and remove from a concrete
set of objects (receptive knowledge)
V.A.b.2 Shows understanding of addition and subtraction using a concrete set of
objects (expressive knowledge) or story problems found in everyday classroom
activities
V.A.e.1 Shows understanding of spatial relationships and uses position words (e.g.,
above, below, next to, beside, on top of, inside, outside)
V.A.e.2 Describes relative position from different perspectives (e.g., “I am on top
of the climber and you are below me.”)
V.A.e.4 Uses directions to move through space and find places in space (e.g.,
obstacle courses, Simon Says, Mother May I?, hop scotch, giving simple directions)
V.A.f.1 Engages in activities that explore measurement
V.A.f.2 Compares continuous quantities using length, weight, and height
V.A.f.3 Represents and analyzes data
V.A.f.4 Child predicts the results of data collection, with teacher support and
multiple experiences over time
21
V.B.a.1 Demonstrates the use of simple tools and equipment for observing and
investigating
V.B.a.2 Examines objects and makes comparisons
V.B.b.1 Explores the physical properties and creative use of objects or matter
V.B.c.2 Identifies the characteristics of living things
V.B.c.3 Identifies the five senses and explores functions of each
V.C.b.1 Demonstrates awareness of geographic thinking
V.C.c.1 Shows awareness of technology and its impact on how people live
V.D.b.1 Explores music
Standards for 3 Year Olds Addressed:
Physical Development
A.1 Shows characteristics of appropriate health and development
B.1 Demonstrates increasing control of small muscles
B.2 Shows improving eye-hand coordination
C.1 Actively participates in self-care
C.2 Actively takes part in basic health and safety routines
D.1 Exhibits auditory abilities to support healthy growth and development
D.3 Shows physical needs are met
Approaches to Learning
A.1 Shows curiosity and is eager to learn new things and have new experiences
B.1 Sustains attention for brief periods and finds help when needed
C.1 Approaches daily activities with creativity and inventiveness
D.1 Shows initial signs of planning and learning from their experiences
Social and Emotional Development
A.1 Develops positive relationships and interacts comfortably with familiar adults
A.2 Interacts with and develops positive relationships with peers
A.3 Joins in group activities and experiences within early learning environments
A.4 Shows care and concern for others
B.1 Follows simple rules and familiar routines with support
B.2 Begins to use materials with increasing care and safety
B.3 Adapts to transitions with support
B.4 Shows developing ability to solve social problems with support from familiar
adults
C.1 Shows growing confidence in their abilities
C.2 Begins to independently initiate and direct some experiences
Language and Communication
A.1 Listens to and understands spoken language
22
A.2 Shows understanding by following simple directions
B.1 Shows improving expressive communication skills
B.2 Shows increased vocabulary and uses language for many purposes
C.3 Shows awareness of letters and symbols
C.4 Demonstrates comprehension and responds to stories
Cognitive Development and General Knowledge
A.1 Demonstrates interest in mathematical problem solving
A.3 Shows knowledge of numbers and counting
A.5 Shows beginning understanding of spatial relationships and position words
A.6 Demonstrates beginning ability to compare and contrast
A.7 Engages in activities that explore measurement
B.1 Uses senses to collect information through observation and exploration
B.2 Begins to use simple tools for observing and investigating
B.3 Begins to compare objects
C.4 Demonstrates awareness of group rules
C.5 Demonstrates awareness of the environment around them
D.2 Engages in musical experiences
Standards for 2 Year Olds Addressed:
Physical Development
A.1 Shows characteristics of appropriate health and development
B.1 Develops visual abilities to support healthy growth and development
B.2 Demonstrates advancing strength, control, and eye-hand coordination
C.1 Demonstrates advancing participation in self-care
C.2 Participates in basic health and safety routines
D.1 Exhibits auditory abilities to support healthy growth and development
D.3 Shows basic physical needs are met
Approaches to Learning
A.1 Shows eagerness and curiosity as a learner
B.1 Spends more time engaging in child-initiated activities and seek and accept help
when encountering a problem
C.1 Explores the environment with purpose and flexibility
Social and Emotional Development
A.1 Forms and maintains secure relationships with others
A.2 Responds to the environment
B.1 Demonstrates increasing emotional regulation
B.2 Demonstrates increasing behavior regulation
B.3 Demonstrates increasing social problem-solving
23
C.1 Forms and maintains mutual relationships with others
C.2 Becomes aware of oneself as a unique individual while still connected to others
C.3 Demonstrates increasing sense of competence and confidence in growing
abilities
Language and Communication
A.1 Gains meaning through listening
B.1 Speaks clearly enough to be understood by most listeners
B.2 Participates in conversations
C.1 Shows growing interest in print and books
C.2 Shows motivation to “read”
Cognitive Development and General Knowledge
A.1 Demonstrates varying responses to people and objects
A.2 Engages in multiple productive relationships
A.3 Initiates rich and varied events
B.1 Demonstrates varying responses to people and objects
B.2 Engages in multiple productive relationships
C.1 Demonstrates discriminating responses to people and things
C.2 Engages in multiple productive relationships
C.3 Initiates rich and varied events
Watermelon Cookies:
Ingredients:
Red food coloring
Sugar cookie dough
Miniature chocolate chips
Green frosting
Materials needed:
Shallow dish/bowl Rolling pin (one for each child)
Butter knife Wax paper (labeling cookies)
Cookie sheet Circular cookie cutters (one for each child)
Recipe written out along with pictures for children to follow
Marker (or other writing tool) for recording observations, etc.
24
Directions:
Divide dough so each child and you have the same amount. As you give each child
their portion, say, “one for ____, one for ____, . . .”. Then count how many dough
balls were given in total (pointing to each one as you count). Have the children
make a small indention into the top of their dough balls. Count the drops as you
add the red food coloring to each dough ball (each child receives the same amount).
Have the children knead the dough to mix the coloring. Roll out dough with rolling
pins and use a cookie cutter to cut into circles. Cut each circle in half and place on
cookie sheet. Have the children press 5-7 miniature chocolate chips into each of
their cookies to resemble seeds. Ask the children to count the chocolate chips as
they are placing them in the cookies. Explain to the children that you will bake the
cookies in the oven and they will change during the cooking process. Bake the
cookies as directed on the package. While you are waiting for the cookies to cook,
have the children wash their hands then rejoin you at the table. Recall all that you
have done so far in making your watermelon cookies. Ask the children questions
like, “What do you think the cookies will look like? Do you think they will be bigger
or smaller than they were before? What do you think they may taste like? What
do you think that we are going to do with green frosting that we have in our
bowls?” You can also take this time to let the children know what you will be doing
once the cookies have come out of the oven and have cooled. Once the cookies
have cooled, the children can dip the edges into the green frosting to make the
rind of the watermelon. Enjoy as you discuss all that you have done in this
experience.
Standards for 4 Year Olds Addressed:
I.A.1 Shows characteristics of good health to facilitate learning
I.A.2 Shows visual abilities to facilitate learning and healthy growth and
development
I.A.3 Demonstrates auditory ability to facilitate learning and healthy growth and
development
I.A.6 Demonstrates self-control, interpersonal, and social skills in relation to
mental health
I.A.7 Shows basic physical needs are met
I.A.8 Actively takes part in basic health and safety routines
I.A.10 Makes healthy food choices
I.B.1 Actively participates in self-care
I.B.2 Helps carry out classroom routines
I.D.1 Demonstrates increasing control of small muscles to perform simple tasks
25
I.D.2 Uses eye-hand coordination to perform fine motor tasks
II.A.1 Shows curiosity and is eager to learn new things and have new experiences
II.B.1 Attends to tasks for a brief period and seeks help when needed
II.C.1 Approaches daily activities with creativity
II.D.1 Shows initial signs of planning and learning from their experiences
III.A.a.1 Demonstrates growing autonomy and independence, indicated by
increasing self-care and willing participation in daily routines, when given a
consistent and predictable environment
III.A.a.2 Begins to recognize, then internally manage and regulate, the expression
of emotions both positive and negative, with teacher support and multiple
experiences over time
III.A.b.1 Follows simple rules, agreements, and familiar routines with teacher
support
III.A.b.2 Begins to use materials with increasing care and safety
III.A.b.3 Adapts to transitions with increasing independence
III.B.a.1 Shows increasing confidence in their own abilities
III.B.b.1 Interacts with and develops positive relationship with peers
III.B.b.2 Develops special friendships
III.B.b.3 Shows care and concern for others
III.B.c.1 Develops positive relationships and interacts comfortably with familiar
adults
III.C.1 Shows developing ability to solve social problems with support from familiar
adults
IV.A.1 Increases knowledge through listening
IV.A.2 Follows multi-step directions
IV.B.1 Speech is understood by both a familiar and an unfamiliar peer or adult
IV.C.1 Shows an understanding of words and their meanings
IV.C.2 Shows increased vocabulary to describe many objects, actions, and events
IV.D.1 Uses age-appropriate grammar in conversations and increasingly complex
phrases and sentences
IV.D.2 Connects phrases and sentences to build ideas
IV.E.1 Uses language to express needs and feelings, share experiences, predict
outcomes, and resolve problems
IV.E.2 Initiates, ask questions, and responds to adults and peers in a variety of
settings
IV.E.3 Uses appropriate language and style for context
IV.F.1 Shows motivation for reading
IV.F.2 Shows age-appropriate phonological awareness
26
IV.F.3 Shows alphabetic knowledge
IV.F.4 Demonstrates comprehension of text read aloud
IV.G.1 Shows motivation to engage in written expression
V.A.a.1 Demonstrates understanding of one-to-one correspondence
V.A.a.3 Shows understanding by participating in the comparison of quantities
V.A.a.5 Counts and knows the sequence of number names (spoken)
V.A.a.6 Shows understanding of and uses appropriate terms to describe ordinal
positions
V.A.b.1 Shows understanding of how to combine sets and remove from a concrete
set of objects (receptive knowledge)
V.A.b.2 Shows understanding of addition and subtraction using a concrete set of
objects (expressive knowledge) or story problems found in everyday classroom
activities
V.A.e.1 Shows understanding of spatial relationships and uses position words (e.g.,
above, below, next to, beside, on top of, inside, outside)
V.A.e.2 Describes relative position from different perspectives (e.g., “I am on top
of the climber and you are below me.”)
V.A.e.4 Uses directions to move through space and find places in space (e.g.,
obstacle courses, Simon Says, Mother May I?, hop scotch, giving simple directions)
V.A.f.1 Engages in activities that explore measurement
V.A.f.2 Compares continuous quantities using length, weight, and height
V.A.f.3 Represents and analyzes data
V.A.f.4 Child predicts the results of data collection, with teacher support and
multiple experiences over time
V.B.a.1 Demonstrates the use of simple tools and equipment for observing and
investigating
V.B.a.2 Examines objects and makes comparisons
V.B.b.1 Explores the physical properties and creative use of objects or matter
V.B.c.3 Identifies the five senses and explores functions of each
V.C.b.1 Demonstrates awareness of geographic thinking
Standards for 3 Year Olds Addressed:
Physical Development
A.1 Shows characteristics of appropriate health and development
B.1 Demonstrates increasing control of small muscles
B.2 Shows improving eye-hand coordination
C.1 Actively participates in self-care
C.2 Actively takes part in basic health and safety routines
27
D.1 Exhibits auditory abilities to support healthy growth and development
D.3 Shows physical needs are met
Approaches to Learning
A.1 Shows curiosity and is eager to learn new things and have new experiences
B.1 Sustains attention for brief periods and finds help when needed
C.1 Approaches daily activities with creativity and inventiveness
D.1 Shows initial signs of planning and learning from their experiences
Social and Emotional Development
A.1 Develops positive relationships and interacts comfortably with familiar adults
A.2 Interacts with and develops positive relationships with peers
A.3 Joins in group activities and experiences within early learning environments
A.4 Shows care and concern for others
B.1 Follows simple rules and familiar routines with support
B.2 Begins to use materials with increasing care and safety
B.3 Adapts to transitions with support
B.4 Shows developing ability to solve social problems with support from familiar
adults
C.1 Shows growing confidence in their abilities
C.2 Begins to independently initiate and direct some experiences
Language and Communication
A.1 Listens to and understands spoken language
A.2 Shows understanding by following simple directions
B.1 Shows improving expressive communication skills
B.2 Shows increased vocabulary and uses language for many purposes
C.3 Shows awareness of letters and symbols
C.4 Demonstrates comprehension and responds to stories
Cognitive Development and General Knowledge
A.1 Demonstrates interest in mathematical problem solving
A.3 Shows knowledge of numbers and counting
A.5 Shows beginning understanding of spatial relationships and position words
A.6 Demonstrates beginning ability to compare and contrast
A.7 Engages in activities that explore measurement
B.1 Uses senses to collect information through observation and exploration
B.2 Begins to use simple tools for observing and investigating
B.3 Begins to compare objects
C.4 Demonstrates awareness of group rules
C.5 Demonstrates awareness of the environment around them
28
Standards for 2 Year Olds Addressed:
Physical Development
A.1 Shows characteristics of appropriate health and development
B.1 Develops visual abilities to support healthy growth and development
B.2 Demonstrates advancing strength, control, and eye-hand coordination
C.1 Demonstrates advancing participation in self-care
C.2 Participates in basic health and safety routines
D.1 Exhibits auditory abilities to support healthy growth and development
D.3 Shows basic physical needs are met
Approaches to Learning
A.1 Shows eagerness and curiosity as a learner
B.1 Spends more time engaging in child-initiated activities and seek and accept help
when encountering a problem
C.1 Explores the environment with purpose and flexibility
Social and Emotional Development
A.1 Forms and maintains secure relationships with others
A.2 Responds to the environment
B.1 Demonstrates increasing emotional regulation
B.2 Demonstrates increasing behavior regulation
B.3 Demonstrates increasing social problem-solving
C.1 Forms and maintains mutual relationships with others
C.2 Becomes aware of oneself as a unique individual while still connected to others
C.3 Demonstrates increasing sense of competence and confidence in growing
abilities
Language and Communication
A.1 Gains meaning through listening
B.1 Speaks clearly enough to be understood by most listeners
B.2 Participates in conversations
Cognitive Development and General Knowledge
A.1 Demonstrates varying responses to people and objects
A.2 Engages in multiple productive relationships
A.3 Initiates rich and varied events
B.1 Demonstrates varying responses to people and objects
B.2 Engages in multiple productive relationships
C.1 Demonstrates discriminating responses to people and things
C.2 Engages in multiple productive relationships
C.3 Initiates rich and varied events
29
Ice Cream in a Ziploc Bag:
Ingredients:
½ cup milk ¼ cup half and half
1 tablespoon sugar ½ teaspoon vanilla extract
2 cups ice 1 tablespoon coarse salt
Materials:
¼ cup measuring cup ½ cup measuring cup
2 cup measuring cup 1 teaspoon
2 tablespoons
2 sandwich sized Ziploc freezer bag
1 gallon sized Ziploc freezer bag
Directions:
Place one small bag inside the other small bag and add the following ingredients:
milk, half and half, sugar, and vanilla extract. Seal both bags securely (squeeze out
extra air). Add ice and salt to larger bag. Place smaller bag inside larger bag and
seal firmly. Shake, Shake, Shake and turn the bag for 5-10 minutes (example: find
a couple of up-beat songs to do music and movement during this time). Remove
smaller bag and enjoy!
Standards for 4 Year Olds Addressed:
I.A.1 Shows characteristics of good health to facilitate learning
I.A.2 Shows visual abilities to facilitate learning and healthy growth and
development
I.A.3 Demonstrates auditory ability to facilitate learning and healthy growth and
development
I.A.6 Demonstrates self-control, interpersonal, and social skills in relation to
mental health
I.A.7 Shows basic physical needs are met
I.A.8 Actively takes part in basic health and safety routines
I.A.10 Makes healthy food choices
I.B.1 Actively participates in self-care
I.B.2 Helps carry out classroom routines
I.C.1 Demonstrates increasing motor control and balance
I.C.2 Demonstrates the ability to combine movements for gross motor skills
I.D.1 Demonstrates increasing control of small muscles to perform simple tasks
30
I.D.2 Uses eye-hand coordination to perform fine motor tasks
II.A.1 Shows curiosity and is eager to learn new things and have new experiences
II.B.1 Attends to tasks for a brief period and seeks help when needed
II.C.1 Approaches daily activities with creativity
II.D.1 Shows initial signs of planning and learning from their experiences
III.A.a.1 Demonstrates growing autonomy and independence, indicated by
increasing self-care and willing participation in daily routines, when given a
consistent and predictable environment
III.A.a.2 Begins to recognize, then internally manage and regulate, the expression
of emotions both positive and negative, with teacher support and multiple
experiences over time
III.A.b.1 Follows simple rules, agreements, and familiar routines with teacher
support
III.A.b.2 Begins to use materials with increasing care and safety
III.A.b.3 Adapts to transitions with increasing independence
III.B.a.1 Shows increasing confidence in their own abilities
III.B.b.1 Interacts with and develops positive relationship with peers
III.B.b.2 Develops special friendships
III.B.b.3 Shows care and concern for others
III.B.c.1 Develops positive relationships and interacts comfortably with familiar
adults
III.C.1 Shows developing ability to solve social problems with support from familiar
adults
IV.A.1 Increases knowledge through listening
IV.A.2 Follows multi-step directions
IV.B.1 Speech is understood by both a familiar and an unfamiliar peer or adult
IV.C.1 Shows an understanding of words and their meanings
IV.C.2 Shows increased vocabulary to describe many objects, actions, and events
IV.D.1 Uses age-appropriate grammar in conversations and increasingly complex
phrases and sentences
IV.D.2 Connects phrases and sentences to build ideas
IV.E.1 Uses language to express needs and feelings, share experiences, predict
outcomes, and resolve problems
IV.E.2 Initiates, ask questions, and responds to adults and peers in a variety of
settings
IV.E.3 Uses appropriate language and style for context
IV.F.1 Shows motivation for reading
IV.F.2 Shows age-appropriate phonological awareness
31
IV.F.3 Shows alphabetic knowledge
IV.F.4 Demonstrates comprehension of text read aloud
IV.G.1 Shows motivation to engage in written expression
V.A.a.1 Demonstrates understanding of one-to-one correspondence
V.A.a.3 Shows understanding by participating in the comparison of quantities
V.A.a.5 Counts and knows the sequence of number names (spoken)
V.A.a.6 Shows understanding of and uses appropriate terms to describe ordinal
positions
V.A.b.1 Shows understanding of how to combine sets and remove from a concrete
set of objects (receptive knowledge)
V.A.b.2 Shows understanding of addition and subtraction using a concrete set of
objects (expressive knowledge) or story problems found in everyday classroom
activities
V.A.e.1 Shows understanding of spatial relationships and uses position words (e.g.,
above, below, next to, beside, on top of, inside, outside)
V.A.e.2 Describes relative position from different perspectives (e.g., “I am on top
of the climber and you are below me.”)
V.A.e.4 Uses directions to move through space and find places in space (e.g.,
obstacle courses, Simon Says, Mother May I?, hop scotch, giving simple directions)
V.A.f.1 Engages in activities that explore measurement
V.A.f.2 Compares continuous quantities using length, weight, and height
V.A.f.3 Represents and analyzes data
V.A.f.4 Child predicts the results of data collection, with teacher support and
multiple experiences over time
V.B.a.1 Demonstrates the use of simple tools and equipment for observing and
investigating
V.B.a.2 Examines objects and makes comparisons
V.B.b.1 Explores the physical properties and creative use of objects or matter
V.B.c.3 Identifies the five senses and explores functions of each
V.C.b.1 Demonstrates awareness of geographic thinking
Standards for 3 Year Olds Addressed:
Physical Development
A.1 Shows characteristics of appropriate health and development
A.2 Demonstrates increasing control of large muscles
A.3 Demonstrates increasing coordination of large muscles
B.1 Demonstrates increasing control of small muscles
B.2 Shows improving eye-hand coordination
32
C.1 Actively participates in self-care
C.2 Actively takes part in basic health and safety routines
D.1 Exhibits auditory abilities to support healthy growth and development
D.3 Shows physical needs are met
Approaches to Learning
A.1 Shows curiosity and is eager to learn new things and have new experiences
B.1 Sustains attention for brief periods and finds help when needed
C.1 Approaches daily activities with creativity and inventiveness
D.1 Shows initial signs of planning and learning from their experiences
Social and Emotional Development
A.1 Develops positive relationships and interacts comfortably with familiar adults
A.2 Interacts with and develops positive relationships with peers
A.3 Joins in group activities and experiences within early learning environments
A.4 Shows care and concern for others
B.1 Follows simple rules and familiar routines with support
B.2 Begins to use materials with increasing care and safety
B.3 Adapts to transitions with support
B.4 Shows developing ability to solve social problems with support from familiar
adults
C.1 Shows growing confidence in their abilities
C.2 Begins to independently initiate and direct some experiences
Language and Communication
A.1 Listens to and understands spoken language
A.2 Shows understanding by following simple directions
B.1 Shows improving expressive communication skills
B.2 Shows increased vocabulary and uses language for many purposes
C.3 Shows awareness of letters and symbols
C.4 Demonstrates comprehension and responds to stories
Cognitive Development and General Knowledge
A.1 Demonstrates interest in mathematical problem solving
A.3 Shows knowledge of numbers and counting
A.5 Shows beginning understanding of spatial relationships and position words
A.6 Demonstrates beginning ability to compare and contrast
A.7 Engages in activities that explore measurement
B.1 Uses senses to collect information through observation and exploration
B.2 Begins to use simple tools for observing and investigating
B.3 Begins to compare objects
33
C.4 Demonstrates awareness of group rules
C.5 Demonstrates awareness of the environment around them
Standards for 2 Year Olds Addressed:
Physical Development
A.1 Shows characteristics of appropriate health and development
A.2 Demonstrates advancing balance, control, and coordination
B.1 Develops visual abilities to support healthy growth and development
B.2 Demonstrates advancing strength, control, and eye-hand coordination
C.1 Demonstrates advancing participation in self-care
C.2 Participates in basic health and safety routines
D.1 Exhibits auditory abilities to support healthy growth and development
D.3 Shows basic physical needs are met
Approaches to Learning
A.1 Shows eagerness and curiosity as a learner
B.1 Spends more time engaging in child-initiated activities and seek and accept help
when encountering a problem
C.1 Explores the environment with purpose and flexibility
Social and Emotional Development
A.1 Forms and maintains secure relationships with others
A.2 Responds to the environment
B.1 Demonstrates increasing emotional regulation
B.2 Demonstrates increasing behavior regulation
B.3 Demonstrates increasing social problem-solving
C.1 Forms and maintains mutual relationships with others
C.2 Becomes aware of oneself as a unique individual while still connected to others
C.3 Demonstrates increasing sense of competence and confidence in growing
abilities
Language and Communication
A.1 Gains meaning through listening
B.1 Speaks clearly enough to be understood by most listeners
B.2 Participates in conversations
Cognitive Development and General Knowledge
A.1 Demonstrates varying responses to people and objects
A.2 Engages in multiple productive relationships
A.3 Initiates rich and varied events
B.1 Demonstrates varying responses to people and objects
B.2 Engages in multiple productive relationships
34
C.1 Demonstrates discriminating responses to people and things
C.2 Engages in multiple productive relationships
C.3 Initiates rich and varied events
Summer Fun Art Activities: * These Art Activities can become so much more when you make them into
experiences with the children. You can easily embed mathematics, science,
the arts, etc. into each activity.
Vocabulary to use with Art Activities: Art Easel Sculpture
Artist Fade Self Portrait
Canvas Mixed Media Sunlight
Castle Mural Thick
Collage Paint Thin
Color Photography Three-dimensional
Contrast Portrait Tint
Create Print Making Two-dimensional
Sunlight Faded Pictures:
Materials:
Scissors Glue Stick
Tape Sunny window
Assorted paper for cutting
Colored construction paper
Three-dimensional objects (ex. Rickrack, toothpicks, buttons, etc.)
Directions:
Allow children to cut different shapes from the assortment of paper provided. If
the child is not developmentally ready for scissors, allow them to tear the paper
into different shapes. The children should use the glue sticks to affix their
shapes to the construction paper. Using a glue stick will allow the paper to be
removed later in the process. Tape the construction paper to a sunny window with
the shapes facing outward. Leave in window for at least a week (longer for higher
contrast). The children can check on their paper each day and discuss the changes
that they observe. Be careful that the collage is not moved, that will affect the
35
effect of the fading. When you decide that the time is up, have the children
carefully peel their cutouts off their paper. Discuss the new creations.
*You can also lay three-dimensional objects flat on a piece of construction paper in
a sunny place where they will not be disturbed.
Standards for 4 Year Olds Addressed:
I.A.1 Shows characteristics of good health to facilitate learning
I.A.2 Shows visual abilities to facilitate learning and healthy growth and
development
I.A.3 Demonstrates auditory ability to facilitate learning and healthy growth and
development
I.A.6 Demonstrates self-control, interpersonal, and social skills in relation to
mental health
I.A.7 Shows basic physical needs are met
I.A.8 Actively takes part in basic health and safety routines
I.B.1 Actively participates in self-care
I.B.2 Helps carry out classroom routines
I.D.1 Demonstrates increasing control of small muscles to perform simple tasks
I.D.2 Uses eye-hand coordination to perform fine motor tasks
II.A.1 Shows curiosity and is eager to learn new things and have new experiences
II.B.1 Attends to tasks for a brief period and seeks help when needed
II.C.1 Approaches daily activities with creativity
II.D.1 Shows initial signs of planning and learning from their experiences
III.A.a.1 Demonstrates growing autonomy and independence, indicated by
increasing self-care and willing participation in daily routines, when given a
consistent and predictable environment
III.A.a.2 Begins to recognize, then internally manage and regulate, the expression
of emotions both positive and negative, with teacher support and multiple
experiences over time
III.A.b.1 Follows simple rules, agreements, and familiar routines with teacher
support
III.A.b.2 Begins to use materials with increasing care and safety
III.A.b.3 Adapts to transitions with increasing independence
III.B.a.1 Shows increasing confidence in their own abilities
III.B.b.1 Interacts with and develops positive relationship with peers
III.B.b.2 Develops special friendships
III.B.b.3 Shows care and concern for others
36
III.B.c.1 Develops positive relationships and interacts comfortably with familiar
adults
III.C.1 Shows developing ability to solve social problems with support from familiar
adults
IV.A.1 Increases knowledge through listening
IV.A.2 Follows multi-step directions
IV.B.1 Speech is understood by both a familiar and an unfamiliar peer or adult
IV.C.1 Shows an understanding of words and their meanings
IV.C.2 Shows increased vocabulary to describe many objects, actions, and events
IV.D.1 Uses age-appropriate grammar in conversations and increasingly complex
phrases and sentences
IV.D.2 Connects phrases and sentences to build ideas
IV.E.1 Uses language to express needs and feelings, share experiences, predict
outcomes, and resolve problems
IV.E.2 Initiates, ask questions, and responds to adults and peers in a variety of
settings
IV.E.3 Uses appropriate language and style for context
V.A.a.1 Demonstrates understanding of one-to-one correspondence
V.A.a.3 Shows understanding by participating in the comparison of quantities
V.A.a.5 Counts and knows the sequence of number names (spoken)
V.A.a.6 Shows understanding of and uses appropriate terms to describe ordinal
positions
V.A.b.1 Shows understanding of how to combine sets and remove from a concrete
set of objects (receptive knowledge)
V.A.b.2 Shows understanding of addition and subtraction using a concrete set of
objects (expressive knowledge) or story problems found in everyday classroom
activities
V.A.e.1 Shows understanding of spatial relationships and uses position words (e.g.,
above, below, next to, beside, on top of, inside, outside)
V.A.e.2 Describes relative position from different perspectives (e.g., “I am on top
of the climber and you are below me.”)
V.A.e.4 Uses directions to move through space and find places in space (e.g.,
obstacle courses, Simon Says, Mother May I?, hop scotch, giving simple directions)
V.A.f.3 Represents and analyzes data
V.A.f.4 Child predicts the results of data collection, with teacher support and
multiple experiences over time
V.B.a.1 Demonstrates the use of simple tools and equipment for observing and
investigating
37
V.B.a.2 Examines objects and makes comparisons
V.B.b.1 Explores the physical properties and creative use of objects or matter
V.C.b.1 Demonstrates awareness of geographic thinking
Standards for 3 Year Olds Addressed:
Physical Development
A.1 Shows characteristics of appropriate health and development
B.1 Demonstrates increasing control of small muscles
B.2 Shows improving eye-hand coordination
C.1 Actively participates in self-care
C.2 Actively takes part in basic health and safety routines
D.1 Exhibits auditory abilities to support healthy growth and development
D.3 Shows physical needs are met
Approaches to Learning
A.1 Shows curiosity and is eager to learn new things and have new experiences
B.1 Sustains attention for brief periods and finds help when needed
C.1 Approaches daily activities with creativity and inventiveness
D.1 Shows initial signs of planning and learning from their experiences
Social and Emotional Development
A.1 Develops positive relationships and interacts comfortably with familiar adults
A.2 Interacts with and develops positive relationships with peers
A.3 Joins in group activities and experiences within early learning environments
A.4 Shows care and concern for others
B.1 Follows simple rules and familiar routines with support
B.2 Begins to use materials with increasing care and safety
B.3 Adapts to transitions with support
B.4 Shows developing ability to solve social problems with support from familiar
adults
C.1 Shows growing confidence in their abilities
C.2 Begins to independently initiate and direct some experiences
Language and Communication
A.1 Listens to and understands spoken language
A.2 Shows understanding by following simple directions
B.1 Shows improving expressive communication skills
B.2 Shows increased vocabulary and uses language for many purposes
Cognitive Development and General Knowledge
A.1 Demonstrates interest in mathematical problem solving
A.3 Shows knowledge of numbers and counting
38
A.5 Shows beginning understanding of spatial relationships and position words
A.6 Demonstrates beginning ability to compare and contrast
B.1 Uses senses to collect information through observation and exploration
B.2 Begins to use simple tools for observing and investigating
B.3 Begins to compare objects
C.4 Demonstrates awareness of group rules
C.5 Demonstrates awareness of the environment around them
Standards for 2 Year Olds Addressed:
Physical Development
A.1 Shows characteristics of appropriate health and development
B.1 Develops visual abilities to support healthy growth and development
B.2 Demonstrates advancing strength, control, and eye-hand coordination
C.1 Demonstrates advancing participation in self-care
C.2 Participates in basic health and safety routines
D.1 Exhibits auditory abilities to support healthy growth and development
D.3 Shows basic physical needs are met
Approaches to Learning
A.1 Shows eagerness and curiosity as a learner
B.1 Spends more time engaging in child-initiated activities and seek and accept help
when encountering a problem
C.1 Explores the environment with purpose and flexibility
Social and Emotional Development
A.1 Forms and maintains secure relationships with others
A.2 Responds to the environment
B.1 Demonstrates increasing emotional regulation
B.2 Demonstrates increasing behavior regulation
B.3 Demonstrates increasing social problem-solving
C.1 Forms and maintains mutual relationships with others
C.2 Becomes aware of oneself as a unique individual while still connected to others
C.3 Demonstrates increasing sense of competence and confidence in growing
abilities
Language and Communication
A.1 Gains meaning through listening
B.1 Speaks clearly enough to be understood by most listeners
B.2 Participates in conversations
Cognitive Development and General Knowledge
A.1 Demonstrates varying responses to people and objects
39
A.2 Engages in multiple productive relationships
A.3 Initiates rich and varied events
B.1 Demonstrates varying responses to people and objects
B.2 Engages in multiple productive relationships
C.1 Demonstrates discriminating responses to people and things
C.2 Engages in multiple productive relationships
C.3 Initiates rich and varied events
Colored Sand Creations:
Materials:
Play Sand Plastic Bags (one for each color)
Food Coloring Small Pans or bowls
See through plastic containers, cardboard, or tag board
Directions:
Divide the sand into small plastic bags, according to how many colors you want to
use in the experience. Add food coloring to the sand in a bag, one drop at a time,
until the color you want is achieved. Pour the sand into a small pan or bowl to dry.
Once the sand has dried, students may layer it in a see through plastic containers
or use it to create sand art pictures on pieces of cardboard or tag board.
Standards for 4 Year Olds Addressed:
I.A.1 Shows characteristics of good health to facilitate learning
I.A.2 Shows visual abilities to facilitate learning and healthy growth and
development
I.A.3 Demonstrates auditory ability to facilitate learning and healthy growth and
development
I.A.6 Demonstrates self-control, interpersonal, and social skills in relation to
mental health
I.A.7 Shows basic physical needs are met
I.A.8 Actively takes part in basic health and safety routines
I.B.1 Actively participates in self-care
I.B.2 Helps carry out classroom routines
I.D.1 Demonstrates increasing control of small muscles to perform simple tasks
I.D.2 Uses eye-hand coordination to perform fine motor tasks
II.A.1 Shows curiosity and is eager to learn new things and have new experiences
II.B.1 Attends to tasks for a brief period and seeks help when needed
40
II.C.1 Approaches daily activities with creativity
II.D.1 Shows initial signs of planning and learning from their experiences
III.A.a.1 Demonstrates growing autonomy and independence, indicated by
increasing self-care and willing participation in daily routines, when given a
consistent and predictable environment
III.A.a.2 Begins to recognize, then internally manage and regulate, the expression
of emotions both positive and negative, with teacher support and multiple
experiences over time
III.A.b.1 Follows simple rules, agreements, and familiar routines with teacher
support
III.A.b.2 Begins to use materials with increasing care and safety
III.A.b.3 Adapts to transitions with increasing independence
III.B.a.1 Shows increasing confidence in their own abilities
III.B.b.1 Interacts with and develops positive relationship with peers
III.B.b.2 Develops special friendships
III.B.b.3 Shows care and concern for others
III.B.c.1 Develops positive relationships and interacts comfortably with familiar
adults
III.C.1 Shows developing ability to solve social problems with support from familiar
adults
IV.A.1 Increases knowledge through listening
IV.A.2 Follows multi-step directions
IV.B.1 Speech is understood by both a familiar and an unfamiliar peer or adult
IV.C.1 Shows an understanding of words and their meanings
IV.C.2 Shows increased vocabulary to describe many objects, actions, and events
IV.D.1 Uses age-appropriate grammar in conversations and increasingly complex
phrases and sentences
IV.D.2 Connects phrases and sentences to build ideas
IV.E.1 Uses language to express needs and feelings, share experiences, predict
outcomes, and resolve problems
IV.E.2 Initiates, ask questions, and responds to adults and peers in a variety of
settings
IV.E.3 Uses appropriate language and style for context
V.A.a.1 Demonstrates understanding of one-to-one correspondence
V.A.a.3 Shows understanding by participating in the comparison of quantities
V.A.a.5 Counts and knows the sequence of number names (spoken)
V.A.a.6 Shows understanding of and uses appropriate terms to describe ordinal
positions
41
V.A.b.1 Shows understanding of how to combine sets and remove from a concrete
set of objects (receptive knowledge)
V.A.b.2 Shows understanding of addition and subtraction using a concrete set of
objects (expressive knowledge) or story problems found in everyday classroom
activities
V.A.e.1 Shows understanding of spatial relationships and uses position words (e.g.,
above, below, next to, beside, on top of, inside, outside)
V.A.e.2 Describes relative position from different perspectives (e.g., “I am on top
of the climber and you are below me.”)
V.A.e.4 Uses directions to move through space and find places in space (e.g.,
obstacle courses, Simon Says, Mother May I?, hop scotch, giving simple directions)
V.A.f.3 Represents and analyzes data
V.A.f.4 Child predicts the results of data collection, with teacher support and
multiple experiences over time
V.B.a.1 Demonstrates the use of simple tools and equipment for observing and
investigating
V.B.a.2 Examines objects and makes comparisons
V.B.b.1 Explores the physical properties and creative use of objects or matter
V.C.b.1 Demonstrates awareness of geographic thinking
Standards for 3 Year Olds Addressed:
Physical Development
A.1 Shows characteristics of appropriate health and development
B.1 Demonstrates increasing control of small muscles
B.2 Shows improving eye-hand coordination
C.1 Actively participates in self-care
C.2 Actively takes part in basic health and safety routines
D.1 Exhibits auditory abilities to support healthy growth and development
D.3 Shows physical needs are met
Approaches to Learning
A.1 Shows curiosity and is eager to learn new things and have new experiences
B.1 Sustains attention for brief periods and finds help when needed
C.1 Approaches daily activities with creativity and inventiveness
D.1 Shows initial signs of planning and learning from their experiences
Social and Emotional Development
A.1 Develops positive relationships and interacts comfortably with familiar adults
A.2 Interacts with and develops positive relationships with peers
A.3 Joins in group activities and experiences within early learning environments
42
A.4 Shows care and concern for others
B.1 Follows simple rules and familiar routines with support
B.2 Begins to use materials with increasing care and safety
B.3 Adapts to transitions with support
B.4 Shows developing ability to solve social problems with support from familiar
adults
C.1 Shows growing confidence in their abilities
C.2 Begins to independently initiate and direct some experiences
Language and Communication
A.1 Listens to and understands spoken language
A.2 Shows understanding by following simple directions
B.1 Shows improving expressive communication skills
B.2 Shows increased vocabulary and uses language for many purposes
Cognitive Development and General Knowledge
A.1 Demonstrates interest in mathematical problem solving
A.3 Shows knowledge of numbers and counting
A.5 Shows beginning understanding of spatial relationships and position words
A.6 Demonstrates beginning ability to compare and contrast
B.1 Uses senses to collect information through observation and exploration
B.2 Begins to use simple tools for observing and investigating
B.3 Begins to compare objects
C.4 Demonstrates awareness of group rules
C.5 Demonstrates awareness of the environment around them
Standards for 2 Year Olds Addressed:
Physical Development
A.1 Shows characteristics of appropriate health and development
B.1 Develops visual abilities to support healthy growth and development
B.2 Demonstrates advancing strength, control, and eye-hand coordination
C.1 Demonstrates advancing participation in self-care
C.2 Participates in basic health and safety routines
D.1 Exhibits auditory abilities to support healthy growth and development
D.3 Shows basic physical needs are met
Approaches to Learning
A.1 Shows eagerness and curiosity as a learner
B.1 Spends more time engaging in child-initiated activities and seek and accept help
when encountering a problem
C.1 Explores the environment with purpose and flexibility
43
Social and Emotional Development
A.1 Forms and maintains secure relationships with others
A.2 Responds to the environment
B.1 Demonstrates increasing emotional regulation
B.2 Demonstrates increasing behavior regulation
B.3 Demonstrates increasing social problem-solving
C.1 Forms and maintains mutual relationships with others
C.2 Becomes aware of oneself as a unique individual while still connected to others
C.3 Demonstrates increasing sense of competence and confidence in growing
abilities
Language and Communication
A.1 Gains meaning through listening
B.1 Speaks clearly enough to be understood by most listeners
B.2 Participates in conversations
Cognitive Development and General Knowledge
A.1 Demonstrates varying responses to people and objects
A.2 Engages in multiple productive relationships
A.3 Initiates rich and varied events
B.1 Demonstrates varying responses to people and objects
B.2 Engages in multiple productive relationships
C.1 Demonstrates discriminating responses to people and things
C.2 Engages in multiple productive relationships
C.3 Initiates rich and varied events
Forever Sand Castles:
Materials:
3 cups of play sand Pot
1 ½ cups cornstarch Spoon
1 ½ cups water Cookie Sheet
Pam or other cooking spray
Directions:
Mix the play sand, cornstarch, and water together in an old pot. Cook the mixture
over low heat, stirring constantly. When it gets thick, take it off the stove and let
cool. Once it is cool, use the spoon to turn it out on an old cookie sheet. Invite the
children to create any shape they like, let it dry, and keep the creation forever!
44
*A quick spray of Pam or other lubricating spray helps the sand pop right out of
the sandcastle molds.
Standards for 4 Year Olds Addressed:
I.A.1 Shows characteristics of good health to facilitate learning
I.A.2 Shows visual abilities to facilitate learning and healthy growth and
development
I.A.3 Demonstrates auditory ability to facilitate learning and healthy growth and
development
I.A.6 Demonstrates self-control, interpersonal, and social skills in relation to
mental health
I.A.7 Shows basic physical needs are met
I.A.8 Actively takes part in basic health and safety routines
I.B.1 Actively participates in self-care
I.B.2 Helps carry out classroom routines
I.D.1 Demonstrates increasing control of small muscles to perform simple tasks
I.D.2 Uses eye-hand coordination to perform fine motor tasks
II.A.1 Shows curiosity and is eager to learn new things and have new experiences
II.B.1 Attends to tasks for a brief period and seeks help when needed
II.C.1 Approaches daily activities with creativity
II.D.1 Shows initial signs of planning and learning from their experiences
III.A.a.1 Demonstrates growing autonomy and independence, indicated by
increasing self-care and willing participation in daily routines, when given a
consistent and predictable environment
III.A.a.2 Begins to recognize, then internally manage and regulate, the expression
of emotions both positive and negative, with teacher support and multiple
experiences over time
III.A.b.1 Follows simple rules, agreements, and familiar routines with teacher
support
III.A.b.2 Begins to use materials with increasing care and safety
III.A.b.3 Adapts to transitions with increasing independence
III.B.a.1 Shows increasing confidence in their own abilities
III.B.b.1 Interacts with and develops positive relationship with peers
III.B.b.2 Develops special friendships
III.B.b.3 Shows care and concern for others
III.B.c.1 Develops positive relationships and interacts comfortably with familiar
adults
45
III.C.1 Shows developing ability to solve social problems with support from familiar
adults
IV.A.1 Increases knowledge through listening
IV.A.2 Follows multi-step directions
IV.B.1 Speech is understood by both a familiar and an unfamiliar peer or adult
IV.C.1 Shows an understanding of words and their meanings
IV.C.2 Shows increased vocabulary to describe many objects, actions, and events
IV.D.1 Uses age-appropriate grammar in conversations and increasingly complex
phrases and sentences
IV.D.2 Connects phrases and sentences to build ideas
IV.E.1 Uses language to express needs and feelings, share experiences, predict
outcomes, and resolve problems
IV.E.2 Initiates, ask questions, and responds to adults and peers in a variety of
settings
IV.E.3 Uses appropriate language and style for context
V.A.a.1 Demonstrates understanding of one-to-one correspondence
V.A.a.3 Shows understanding by participating in the comparison of quantities
V.A.a.5 Counts and knows the sequence of number names (spoken)
V.A.a.6 Shows understanding of and uses appropriate terms to describe ordinal
positions
V.A.b.1 Shows understanding of how to combine sets and remove from a concrete
set of objects (receptive knowledge)
V.A.b.2 Shows understanding of addition and subtraction using a concrete set of
objects (expressive knowledge) or story problems found in everyday classroom
activities
V.A.e.1 Shows understanding of spatial relationships and uses position words (e.g.,
above, below, next to, beside, on top of, inside, outside)
V.A.e.2 Describes relative position from different perspectives (e.g., “I am on top
of the climber and you are below me.”)
V.A.e.4 Uses directions to move through space and find places in space (e.g.,
obstacle courses, Simon Says, Mother May I?, hop scotch, giving simple directions)
V.A.f.3 Represents and analyzes data
V.A.f.4 Child predicts the results of data collection, with teacher support and
multiple experiences over time
V.B.a.1 Demonstrates the use of simple tools and equipment for observing and
investigating
V.B.a.2 Examines objects and makes comparisons
46
V.B.b.1 Explores the physical properties and creative use of objects or matter
V.C.b.1 Demonstrates awareness of geographic thinking
Standards for 3 Year Olds Addressed:
Physical Development
A.1 Shows characteristics of appropriate health and development
B.1 Demonstrates increasing control of small muscles
B.2 Shows improving eye-hand coordination
C.1 Actively participates in self-care
C.2 Actively takes part in basic health and safety routines
D.1 Exhibits auditory abilities to support healthy growth and development
D.3 Shows physical needs are met
Approaches to Learning
A.1 Shows curiosity and is eager to learn new things and have new experiences
B.1 Sustains attention for brief periods and finds help when needed
C.1 Approaches daily activities with creativity and inventiveness
D.1 Shows initial signs of planning and learning from their experiences
Social and Emotional Development
A.1 Develops positive relationships and interacts comfortably with familiar adults
A.2 Interacts with and develops positive relationships with peers
A.3 Joins in group activities and experiences within early learning environments
A.4 Shows care and concern for others
B.1 Follows simple rules and familiar routines with support
B.2 Begins to use materials with increasing care and safety
B.3 Adapts to transitions with support
B.4 Shows developing ability to solve social problems with support from familiar
adults
C.1 Shows growing confidence in their abilities
C.2 Begins to independently initiate and direct some experiences
Language and Communication
A.1 Listens to and understands spoken language
A.2 Shows understanding by following simple directions
B.1 Shows improving expressive communication skills
B.2 Shows increased vocabulary and uses language for many purposes
Cognitive Development and General Knowledge
A.1 Demonstrates interest in mathematical problem solving
A.3 Shows knowledge of numbers and counting
A.5 Shows beginning understanding of spatial relationships and position words
47
A.6 Demonstrates beginning ability to compare and contrast
B.1 Uses senses to collect information through observation and exploration
B.2 Begins to use simple tools for observing and investigating
B.3 Begins to compare objects
C.4 Demonstrates awareness of group rules
C.5 Demonstrates awareness of the environment around them
Standards for 2 Year Olds Addressed:
Physical Development
A.1 Shows characteristics of appropriate health and development
B.1 Develops visual abilities to support healthy growth and development
B.2 Demonstrates advancing strength, control, and eye-hand coordination
C.1 Demonstrates advancing participation in self-care
C.2 Participates in basic health and safety routines
D.1 Exhibits auditory abilities to support healthy growth and development
D.3 Shows basic physical needs are met
Approaches to Learning
A.1 Shows eagerness and curiosity as a learner
B.1 Spends more time engaging in child-initiated activities and seek and accept help
when encountering a problem
C.1 Explores the environment with purpose and flexibility
Social and Emotional Development
A.1 Forms and maintains secure relationships with others
A.2 Responds to the environment
B.1 Demonstrates increasing emotional regulation
B.2 Demonstrates increasing behavior regulation
B.3 Demonstrates increasing social problem-solving
C.1 Forms and maintains mutual relationships with others
C.2 Becomes aware of oneself as a unique individual while still connected to others
C.3 Demonstrates increasing sense of competence and confidence in growing
abilities
Language and Communication
A.1 Gains meaning through listening
B.1 Speaks clearly enough to be understood by most listeners
B.2 Participates in conversations
Cognitive Development and General Knowledge
A.1 Demonstrates varying responses to people and objects
A.2 Engages in multiple productive relationships
48
A.3 Initiates rich and varied events
B.1 Demonstrates varying responses to people and objects
B.2 Engages in multiple productive relationships
C.1 Demonstrates discriminating responses to people and things
C.2 Engages in multiple productive relationships
C.3 Initiates rich and varied events
Summer Fun Titles
Happy 4th of July, Jenny Sweeney ~ Leslie Kimmelman
F Is for Flag ~ Wendy Cheyette
Corduroy’s Fourth of July ~ Don Freeman
Apple Pie Fourth of July ~ Janet S. Wong
Red, White, and Blue ~ John Herman
The Story of America’s Birthday ~ Patricia A. Pingry
L Is for Liberty ~ Wendy Cheyette Lewison
The American Flag ~ Lloyd G. Douglas
Summer (Four Seasons Series) ~ Nuria Roca
It’s Summer! ~ Linda Glaser
One Hot Summer Day ~ Nina Crews
The Night Before Summer Vacation ~ Natasha Wing
Hats off for the Fourth of July ~ Harriet Ziefert
Happy Birthday America ~ Mary Pope Osborne
Beach Day ~ Karen Roosa
The Flag We Love ~ Pam Munoz Ryan
One Cool Watermelon ~ Hannah Tofts
Ready for Summer ~ Marthe Jocelyn
One Watermelon Seed ~ Celia Barker Lottridge
49
Maisy Makes Lemonade ~ Lucy Cousins
From Cow to Ice Cream ~ Bertram T. Knight
I Like Ice Cream (Good Food) ~ Robin Pickering
Ice Cream: The Full Scoop ~ Gail Gibbons
Summer Fun Vocabulary
Sparkle Grill
Independence Picnic
Freedom Sunscreen
Hydrate Parade
Moist Fireworks
Stripes Celebration
Lifeguard Flag
Evaporate Sizzle
Pulp Crackle
Rind Hammock
Vacation Lazy
Barbeque
Teacher note: Please remember to limit children’s exposure to extreme heat
during the summer months. Playing outdoors first thing in the morning or later in
the afternoon is helpful on very hot days. Remind children to hydrate often
(research suggests every 10 minutes). Provide easy access to cool water. You can
add citrus slices or food coloring to the water for added interest. Ask parents to
supply sunscreen for their children. Plan a variety of water play experiences and
HAVE FUN!
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