Copyright 2007 Joseph Sparling

Game 132

I Look Great

Place a full-length mirror

where your child can use it.

You can help your child

know how he looks and feel

good about his reflection in

the mirror.

You dressed yourself.

You look great!

Why this is importantA full-length mirror helps your child know what his body looks like as a whole. He can begin to take more responsibility for grooming himself by using the mirror when combing his hair or getting dressed. He may enjoy simply staring at his reflection and smiling at the image. Studying the mirror reinforces his self-image as he learns to notice the color of his eyes and what his face looks like. A positive self-image builds confidence as he grows.

What you do Provide a full-length mirror for your child to use daily.

Help him get dressed and encourage his efforts. You put your shirt on by yourself. You look great! Do you want to look at yourself in the mirror?

Suggest dressing in front of the mirror on occasion so that he can see how his shirt looks as he buttons it or how his pants look as he pulls them on.

Invite him to comb his hair in front of the mirror. Show him that you think he is capable by not fixing his hair after he combs it.

Offer him privacy as he becomes comfortable dressing and grooming in front of the mirror.

Let’s read together!

When I Feel Good About Myself by Cornelia Maude Spelman

Another idea

Your child might occasionally enjoy sharing the mirror with

another child. The children can see their full images side by side and notice

the similarities and differences.

Copyright 2007 Joseph Sparling

Game 159

When, How, Why?In daily events or

after reading a book,

occasionally ask a question

that begins with one of the

words when, how, or why.

These questions will

stimulate your child

to think more deeply

about time, processes,

and reasons.

Why is it so cold?

Why this is importantAsking when, how, or why questions will deepen the level of your child’s thinking. To answer them she will need to talk about time, process, and reasons. This encourages her to give longer answers with several parts. Thinking about how and why are some of the hardest tasks we do throughout life. This early practice can give your child a pattern of successful thinking to follow and to build on as she grows older. When she answers questions during book reading, she is building her early literacy skills.

What you do Ask your child when, how, and why questions during conversation or reading. When do we eat

breakfast? How did you dig that deep hole? Why did the three bears go for a walk?

Give your child plenty of time to think about her answers to these challenging questions. Return to simpler questions if she struggles to answer.

Pause after reading a page of a book together and ask one of the questions, so she can think about the story.

Let’s read together!

Red Leaf, Yellow Leaf by Lois Ehlert

Another idea

Continue to ask questions that gently test your child’s knowledge. Many everyday moments such as

riding in the car, taking a bath, or drawing with chalk can offer opportunities for

question-and-answer sessions with your child.

Copyright 2007 Joseph Sparling

Game 161

To and From

Suggest that your child move

to and from a variety of

locations.

Your child will get some

exercise, and his direct,

active experience will lead to

a deeper understanding of

position words.

Can you run to the big tire?

Why this is importantTalking about to and from increases your child’s understanding of these basic directional words and helps him learn how to use them. Little words like to and from show specific relationships between actions and objects. In this activity, you are giving names to his actions. To the table conveys a different idea than from the table or on the table.

What you do Name your child’s actions as he plays. Talk about what he is doing (running) and in what

direction (from or to the big tire).

Invite him to repeat the action, but change the direction. For example:

You’re running to the tree. Can you run to the fence? It’s farther.

You’re skipping from the swings to the sandbox. Can you skip from the sandbox to the slide? It’s uphill.

Add labels such as uphill or farther to introduce new descriptive concepts.

Invite him to suggest an action to you. Talk about the action as you carry out his directions.

Let’s read together!

Muncha! Muncha! Muncha! by Candace Fleming

Ready to move on?

Increase the number of prepositions used in this activity. Try words such as

behind, between, beside, etc. Sometimes ask, Where are you going? Listen for his

answers to include the new words he has learned.

Objective 23Demonstrates knowledge of patternsRelated Objectives: 1a, 7a, 8b, 11a, 34, 35

What You Do1. Demonstrate hand “dance” moves such as pat your legs, crisscross your hands, bop your fists, and point over your shoulder with your thumbs.

2. Create a simple pattern with the moves such as clap, clap, pat, pat, bop your fists; clap, clap, pat, pat, bop your fists.

3. Play upbeat music and perform the hand dance pattern together.

Let’s Do a Hand Dance 112

• Invite the children to extend the pattern or create their own.

• Play music with different tempos and encourage children to keep the beat with their patterns.

• Add foot movements to increase the difficulty of this activity, clap, clap, pat, pat, bop your fists; clap, clap, pat, pat, bop your fists, stomp, stomp, stomp.

Objective 23Demonstrates knowledge of patternsRelated Objectives: 3a, 4, 5, 7a, 8b, 14b

What You Do1. Demonstrate how to make different horn sounds with actions, e.g., “beep” while pressing car horn in front of you; “honk” while pulling truck horn string; and “toot” while squeezing a horn.

2. Create a simple pattern with the horn sounds and actions.

3. Invite the children to walk with you in a line as you repeat the pattern together.

Traffic Jam 114

• Invite the children to create their own patterns and lead the line.

• Create more complex patterns for the children to repeat.

• Adapt the activity by making patterns using different sounds and motions.

• Invite children to select one vehicle sound and lead them on a walk as you tell a story, e.g., “We’re going down the highway. We’re coming up to a red light, we better stop. The light is green, let’s go!”

Sleepy Bluebird

Objective 14 Uses symbols and images to represent something not presentb. Engages in sociodramatic playRelated Objectives: 1c, 7a, 8b, 25, 34

What You Do1. Sing the following to the tune of “Twinkle, Twinkle, Little Star”:

Sleepy blue bird, rest with me.On my shoulder then my knee.Walk all the way to my toes.Then hop back up to my nose.Sleepy bluebird, rest with me.We’ll rest together peacefully.

2. Encourage the children to flutter their hands like a bird and walk them down their bodies, pausing at each body part.

169

• Invite the children to suggest other sleepy animals to include in the song.

• Vary the way you sing the song such as singing softly in a whisper voice.

• Encourage children to sing the song to stuffed animals, dolls, or their own comfort items.