Child Development Portfolio

Child Development Portfolio

Emily Fajardo

Friday, November 11, 2011

Table of Contents

I. Promoting Child Development and Learning" Outdoor Art Learning Center

II. Building Family and Community Relationships" Parent Newsletters

III. Observing, Documenting and Assessing to Support Young Children " 10 Observations

IV. Teaching and Learning" 3 Curriculum Activities

V. Becoming a Professional


Promoting Child Development and Learning

Children grow and thrive in an environment that encourages them to explore. Exploration is possible when children have direct contact with nature and real-world experiences. I learned that exposure to the outdoors and nature is essential for children’s growth and development. Teachers can help children connect with nature by frequently planning activities that engage children outdoors. Teachers can also collaborate with parents on activities. Children, parents and teachers can take walks in the woods together, do gardening, read books about nature and create artwork outside. When parents and teachers work together to support children, children’s developmental needs are met.


Outdoor Art Learning Center


Outdoor Art Center Goals

¬ To stimulate children’s senses by providing them with free and natural space

¬ To observe wildlife, the local habitat and the elements

¬ To learn characteristics about natural objects, flora and fauna

¬ To provide children with natural “loose parts” materials: rocks, tree branches, leaves, pinecones, flowers, dirt, etc.

¬ To create artwork, scrapbooks, and portfolios about nature and natural objects

¬ To develop fine motor skills, including eye-hand coordination

¬ To stimulate creativity, cognitive development and learning through nature education and the visual arts

¬ To experiment with both natural and art materials to understand their properties and cause and effect

¬ To enable children to express their thoughts and feelings through experiencing nature and creating art

¬ To integrate informal play and art activities with formal learning

¬ To build an awareness of and concern for the environment and all life forms

¬ To have children spend time together and enjoy the outdoors

Art Materials

¬ Drawing materials: pencils, colored pencils, watercolor pencils, pastels, chalk, light and medium drawing paper,

watercolor paper, chalk board

¬ Paint materials: finger paints, watercolor paints, small bowls for water, finger paint paper

¬ Collage materials: glue, glue sticks, natural objects (leaves, pinecones, etc.), cardboard in various shapes and sizes

¬ Tools: children’s scissors, brushes of various shapes and sizes, toothbrushes and small plastic eating utensils for

creating texture, sponges, paper towels


Outdoor Art Learning CenterTeaching children about the natural world should be treated

as one of the most important events in their lives. –Thomas Berry

My inspiration for an outdoor art learning center came from reading the book Last Child in the Woods: Saving Our Children

From Nature Deficit Disorder by Richard Louv. According to Louv, children who have direct contact with nature respond

positively in all areas of development: physical, social, emotional, language and cognitive. He calls for school reform that

focuses on environment-based and experiential learning. The idea is “to use the surrounding community, including nature, as the

preferred classroom” (Louv, p. 206). His vision of school reform involves altering the physical design of schools to incorporate

nature (butterfly gardens, bird feeders and baths, tree planting, native plant gardens, ponds, nature trails, natural playscapes,

etc.) on school grounds. The greening of school grounds will give children the opportunity to learn about natural history and

local habitats, and to connect with the natural environment around them. Louv looks into studies by the State Education and

Environmental Roundtable and finds that “environment-based education produces student gains in social science, language arts,

and math; improves standardized test scores and grade-point averages; and develops skills in problem-solving, critical thinking,

and decision-making” (Louv, p. 206). Students in environment-based programs also have “better attendance and behavior than

students in traditional classrooms” (Louv, p. 208). In addition, researchers in Canada have found that children who play in

“diverse natural settings are more physically active, more aware of nutrition, more civil to one another, and more

creative” (Louv, p. 220).


Building Family and Community Relationships

Every family brings a variety of identities and values to a school and a community. I realize that it is important for teachers to learn about the structures, parenting strategies and cultures in families. This knowledge helps teachers and school staff to validate and support every family’s culture and lifestyle. Communication is also an important factor in building relationships between teachers, families and the community. When communication happens, connections are made.


COLUMBIA CONNECTIONS

BILLY IS EATING ONIGIRI AND LOOKING AT A JAPANESE BOOK.

JACK, ZOE, KLOYIE AND TONY ARE WRITING THE JAPANESE CHARACTER KU.

Dear Families, During the past few weeks, the children have been learning about Japan. They learned to say a few words in Japanese, including how to say hello (konnichiwa), and were involved in a special Japanese art calligraphy activity. Their art and Japanese characters are now on display at school. When you have time, please drop by and see their work. The children also made a popular Japanese rice snack called onigiri, which means hand-molded rice. This newsletter includes an onigiri recipe. Please try it at home and encourage your children to teach you how to make this delicious snack. Have fun!

Cultural Corner

ALISIA, KAYLA, ANGELINA AND BELLA ARE LISTENING TO ERIC CARLE’S BROWN BEAR, BROWN BEAR WHAT DO YOU SEE? IN JAPANESE.

COLUMBIA PRESCHOOL NEWSLETTER/APRIL 2010

Upcoming ICES Events26TH ANNUAL CHILDREN’S FAIRSATURDAY, APRIL 17 MOTHER LODE FAIRGROUNDS 10:00AM-3:00PM Join ICES for a special day of fun activities, food and entertainment for families. Representatives from various agencies will also be present to answer your questions and to provide information on parenting, health and local services for children. Hot dog lunches will be sold in the Sierra Building. All children must be accompanied by an adult. FREE

WORKSHOP: MUSIC & STORIES FOR PRESCHOOL CHILDRENTHURSDAY, APRIL 22 OUT OF HAND, 89 S. WASHINGTON 6:30-8:30PM Bill Roberson will give a presentation on choosing developmentally appropriate songs and stories for preschoolers. Mr. Roberson has more than twenty-five years of experience as a teacher, musician and storyteller. Seating is limited, so please register early with ICES if you are interested in attending. FREE For more information on these

events, contact ICES at 533-0377.


Onigiri with Salmon and MackerelServes four

• • •

To cook the rice, wash it thoroughly with cold water. Drain the rice and put it into a heavy pot. Pour in the water and leave for 30 minutes. Put the lid on tightly and bring the pot to a boil. Reduce the heat and simmer for 12 minutes. When you hear a crackling noise, remove the pot from the heat and leave to stand, covered, for 15 minutes.

Stir the rice carefully with a rice paddle or wooden spatula. Leave to cool for 30 minutes while you prepare the fillings. Thoroughly salt the salmon and leave it on the side for 30 minutes.

Wash the salt from the salmon, then grill or broil the salmon and the smoked mackerel over high heat. Using a fork, remove the skin and divide the fish into loose, chunky flakes.

Check the temperature of the rice. It should still be quite warm. To start molding, you need a tea cup and a bowl of cold water to wet your hands. Place the teacup and the tablespoons into the bowl of water. Put salt into a small dish. Wipe a chopping board with a very wet dish towel. Wash your hands thoroughly with soap.

Remove the teacup from the bowl and shake off excess water. Scoop 2-3 tablespoons of rice into the teacup. With your fingers, make a well in the center of the rice and put in a quarter of the salmon flakes. Cover the salmon with another 2-3 tablespoons of rice. Press well.

Wet your hands and sprinkle them with a pinch of salt. Rub the salt all over your palms. Turn the rice in the teacup out into one hand and squeeze the rice shape with both hands to make a densely packed flat ball.

Divide the nori sheets into eight strips. Wrap the rice ball with a seaweed strip. Put on to the chopping board. Make three more balls using the remaining salmon and another four balls using the smoked mackerel.

Serve one of each kind of onigiri on individual plates with Japanese pickles or other pickles.

BENEFITS OF EATING OILY FISHSalmon and mackerel are rich in protein and omega-3 fatty acids. These fatty acids are good for your heart and are thought to reduce inflammation throughout the body. For many years, the American Heart association has recommended that people eat fish high in omega-3 fatty acids at least twice a week. The fatty acids are also believed to improve learning abilities in children, lower blood pressure, reduce blood clotting and enhance immune function. Source: MayoClinic.com

1. 2 c. sushi rice

2. 2 c. water

3. 2 oz. salmon fillets

4. 2 oz. smoked mackerel fillets

5. 2 “nori” seaweed sheets

6. about 3 Tbsp. salt

7. 1 round teacup

8. 1 bowl of cold water

9. tablespoons for measuring

Recipe from The Complete Book of Japanese Cooking by Emi Kazuko

Safety NoteParents, please help us keep your children safe by making sure they wear comfortable shoes to school. As the weather gets warmer, we will be spending more time outdoors. It is important that the children have appropriate footwear for physical activities on the playground and for nature walks in the neighborhood. For safety reasons, do not allow your children to wear sandals and flip-flops at school.

Books for Spring:Growing Vegetable Soup by Lois Ehlert

The Tiny Seed by Eric CarleOne Rainy Day by M. Christina Butler


BROWN BEAR, BROWN BEAR, WHAT DO YOU SEE? Eric Carle’s debut as a children’s book illustrator came in 1967 with the publication of this book. The book pictured here is bilingual (English and Japanese).

COLUMBIA PRESCHOOL NEWSLETTER/MAY 2010

THE VERY HUNGRY CATEPILLAR shows Carle’s ability to integrate concepts of nature and scientific information that makes it easy for children to comprehend.

The Value of BilingualismIn our modern age and global community, it is important for people to communicate effectively in English as well as in other languages. With the rise of the Internet and global business, there will be a great need for people who are bilingual (or even multilingual) in the future. Today, almost half of the world’s children are exposed to at least one other language besides their mother tongue. The potential to acquire a second language already exists for these children. The key to success in attaining bilingualism is starting early.

LINGUISTIC SOCIALIZATIONRaising bilingual children requires that parents create an interactive home environment where children are frequently exposed to two languages in a variety of ways. Parents must also realize the importance of early socialization in learning languages and begin this linguistic socialization process as early as possible. It has been shown

THE TINY SEED is a great book to supplement science, gardening, nature and outdoor activities.

Author Spotlight: Eric Carle

COLUMBIA CONNECTIONS

continued on page 2

Eric Carle is one of the world’s best-loved children’s authors. His distinct illustrations and simple, yet, engaging storytelling has made him a favorite of children, parents and teachers alike. Eric Carle has written more than seventy books and many of his books have been translated into other languages. There are even bilingual versions

available for children to read languages side-by-side. His world-famous The Very Hungry

Caterpillar has been translated into more than forty-seven languages and has sold over twenty-nine million copies. His books are excellent resources for language


ERIC CARLE IN ACTION

through research that there are critical periods in childhood for language acquisition. Babies and young children become sensitive to language regularities because their brains are wired to learn language during this period. Exposure to the printed word in as many surroundings as possible helps to increase language skills and knowledge. Parents should provide access to reading material for children in the home. Furthermore, it is important for parents to read to their children on a consistent basis for constant reinforcement. Reading books, print-rich environments and print-enriched play settings stimulate children’s brains and imaginations, provide them with knowledge about the world and motivate them to educate themselves.

Bilingualism is beneficial in that it develops cognitive skills in children. Researchers have found that mental flexibility, concept formation, abstract understanding, creativity and problem solving skills are better among bilingual than monolingual children. Parents who encourage bilingualism in the home are helping their children to succeed academically as well as to develop an awareness of the diversity in our world. The ability to communicate in more than one language is vital in creating a global community. The future will be one of fewer boundaries between people and nations. We need intelligent bilingual young people who are sensitive to other cultures and who are able to appreciate different perspectives. — Emily Fajardo

THE VALUE OF BILINGUALISM: CONTINUED

On the right: Eric Carle gives a demonstration of his technique. His style of art is unique. Carle creates collages in which he cuts and layers hand-painted papers to form images.

On the left: Eric Carle discusses his work at the Askwith Forum on April 22, 2010. This forum is a series of public lectures at the Harvard Graduate School of Education.

“Some people like to say they get ideas when they’re in the shower. That’s always a very entertaining answer, but I think it’s much deeper than that. It goes back to your upbringing, your education, and so forth.”

Eric Carle• • •

and literacy development of bilingual children.

Eric Carle came from a bilingual and bicultural background. He was born in 1929 to German immigrants in Syracuse, New York. When he was six years old, he and his parents moved to Germany. Young Eric Carle despised the rigid structure of the Nazi German school system and longed to return to the United States; however, his art teacher, Herr Krauss, enlightened Eric Carle and believed in the young artist’s talent. Herr Krauss brought Carle to his home to look at abstract, modern and

expressionistic art. This was a crime at the time. During his acceptance speech for the 2003 Laura Ingalls Wilder Award, Eric Carle spoke of his art teacher and said, “Herr Krauss was a dedicated and courageous teacher. I will always remember him as a shining example of what an educator can be.” It was his art teacher and many of his childhood experiences that would eventually be a source of inspiration for his books.

We see Carle’s love of nature in all of his works, and children can easily identify with them. His works help children to increase their knowledge about living things, to build on their conceptual development as well as to enjoy the experience of learning. He said, “I am fascinated by the period in a child’s life when he or she, for the first time, leaves home to go to school. I should like my books to bridge that great divide.” (Quotes from interview, Source: Scholastic)


Eric Carle Book Totes

ANIMALS/ANIMALES is a bilingual book in English and Spanish. Each page, including the front cover, has a slide that children can use to learn names of common animals in both languages.

Music and Language Researchers in the field of neuroscience have found that music supports young children’s language learning. There is a connection between music and language in that human brains process both in similar ways. According to Dr. Pam Schiller, an early childhood curriculum specialist and freelance author and speaker, “music and language are partners in the brain.” In her Exchange EveryDay article (12/20/2010) “Early Brain Development Research Review and Update,” she gives us the latest findings on child development. The following is an excerpt from this article:

MUSIC AND LANGUAGE ARE PARTNERS IN THE BRAIN.Linguists, psychologists, and neuro- scientists have recently changed their long held opinion about the relationship between speaking and singing. The latest data show that music and language are so intertwined that an awareness of music is critical to a baby’s language development. As children grow, music fosters their communication skills. Our sense of

MR. SEAHORSE is full of beautiful collage illustrations. This book introduces children to various sea creatures and helps them learn about animal behavior.

Dear Parents and Families,

We hope that you enjoyed last month’s article about Eric Carle. We have been introducing the children to his books recently. They are very excited about Eric Carle and his work, so we have decided to share our Eric Carle book collection with you too. In the coming weeks, we will be sending home tote bags with a few Eric Carle books. Please enjoy these books with your children. Have them describe what they learned about Eric Carle. You may keep the books for up to a week. Below are some books that will be included in our tote bags:

From, The Columbia Preschool Staff

THE VERY BUSY SPIDER is a brilliantly illustrated book with texture. This book becomes “a toy that can be read, a book that can be touched.” (Quote from Eric Carle Website)

COLUMBIA CONNECTIONS COLUMBIA PRESCHOOL NEWSLETTER/JUNE 2010

continued on page 2


Teacher Cheryl reads a story to our preschoolers outside. She holds the book to one side so that everyone can see and asks open-ended questions about the story. She relates the story to the children’s real-life experiences.

TIPS ON READING WITH PRESCHOOLERS

song helps us learn to talk, read, and even make friends.

Brain areas governing music and language overlap. Music and language have much in common. Both are governed by rules and basic elements (words and notes). In language, words make phrases, which combine to make larger phrases and eventually sentences. In music, notes combine and grow to form a melody.

The neurological ties between music and language go both ways; a person’s native tongue influences the way he perceives music. The same progression of notes may sound different depending on the language the listener learned growing up. Speakers of tonal languages (most Asian languages) are much more likely than Westerners to have perfect pitch. All languages have a melody that is unique. Infants echo the inherent melodies of their native language when they cry, long before they speak.

Speech has a natural melody called prosody. Prosody is the rhythmic and intonational aspect of language. It changes with emotions. The more excited the speaker, the faster the rhythm. It also emphasizes word boundaries. Prosody is exaggerated in

the way people speak to infants. This high pitch sing-song language is referred to as ‘parentese.’

Applications:

• Sing! Sing! Sing!

• Use ‘parentese’ with newborns.

• Include a time for music each day.

www.childcareexchange.com

***************************

Most children enjoy making and listening to music. Here is a list of musical instruments for children to explore:

• Bells

• Castanets

• Cymbals

• Drums

• Guiros

• Keyboards

• Tambourines

• Ukuleles

• Xylophones

These instruments can be used during book readings and storytelling time to add beat and rhythm to the stories, to represent characters, to create images, and to emphasize moods and emotions. Here are some examples:

From Where the Wild Things Are

They roared their terrible roars (bang on a drum)

and gnashed their terrible teeth (scrape on a guiro)

and rolled their terrible eyes (shake bells)

and showed their terrible claws (clang cymbals)

From The Three Billy Goats Gruff

First the youngest Billy Goat Gruff decided to cross the bridge.

TRIP, TRAP, TRIP, TRAP! (bang on a ticktock block, a wood instrument that makes two sounds similar to the tick and tock of a clock)

“WHO’S THAT TRIPPING OVER MY BRIDGE?” roared the Troll (shake tambourine or bang on a drum).

Source: NAEYC (Young Children, March 2010, p. 45)

Ask your child to point to pictures or to name things on the pages.

Have him or her tell the story. Share new words. Talk about the story.

What kinds of books are best?Books on topics your child is interested in.Nursery rhymes or simple stories about everyday activities.Stories with only 1 or 2 sentences per page and lots of pictures.


Observing, Documenting and Assessing to Support Young Children

I have learned to develop a child-centered, emergent approach to curriculum planning. Learning to observe children and to gather objective information about them is the first step in developing this approach. A teacher must watch and listen carefully to understand and respond to children’s interests, strengths, challenges and needs. By being attentive and documenting their activities, a teacher shows children that their work is valued. Careful observations are important for creating teaching strategies and curriculums that help children make meaningful progress in all areas of their development.


Observation 1

Billy and Gwendolyn were playing next to each other in the sandbox. They were digging in the sand with shovels. Billy and Gwendolyn worked independently and did not interact with each other. Billy said, “Arr! Arr! I’m looking for a treasure!” He continued to dig for a few minutes while Gwendolyn used her shovel to fill a muffin pan. I asked her what she was doing. She said, “I’m making cupcakes.” Then, Billy stood up and said, “ Look! I found a treasure!” He showed me his treasure. It was a pine needle. Jack was also playing nearby. He was playing independently. Jack scooped sand with a plastic bowl and poured the sand back in the sandbox. He did this continuously until a heap of sand formed. I asked Jack what he was doing. Jack said, “I’m making a volcano.”

Interpretation:Billy, Gwendolyn and Jack are working with sand; however, they have entirely different goals. By listening to Billy’s words and observing his actions, I think that he is interested in pirates. On the other hand, Gwendolyn is pretending to bake and Jack is thinking about volcanoes. These children are using their imaginations and developing their fine motor skills. I would introduce them to more activities that encourage exploration, science and creativity. For Billy, I think it would be beneficial to take him on nature walks around the school so that he can explore the area. A rock hunt may interest him. He may also be interested in books about explorers and places around the world. For Gwendolyn, an actual cooking or baking activity may spark an interest in different kinds of foods. She may also be interested in science activities. For example, an activity that might interest Gwendolyn and Jack is watching a volcano erupt. I think that Billy will like this activity too. They can create miniature model volcanoes out of play dough, fill the tops of the volcanoes with spoonfuls of baking soda and pour a little vinegar on top of the models. The mixture of the baking soda and vinegar will produce an eruption.


Observation 2

Angelina and Zoe worked together on large Lego blocks. They said they were making towers. Both Angelina and Zoe stacked Lego pieces until the towers became very tall. Angelina asked me to hold on to her tower while she picked up more pieces to stack on to it. Then, I asked her, “What can we do to keep it from falling?” Angelina stood silent for a moment and then said, “I’ll put it next to the fence!” She leaned her tower next to the fence. At the same time, Zoe continued to stack her tower. Her tower fell apart. She picked up the pieces and stacked them again. The tower fell a second time. Then, Zoe said, “I’m gonna make a trophy.” She stacked the Lego pieces again. The trophy was shorter than the tower. Angelina took down her tower. She said, “I’ll make a trophy too.” When Angelina finished making her trophy, she and Zoe posed for a photo with their trophies. Then, they gave their trophies to me.

Interpretation:Angelina and Zoe are developing a number of skills. They are learning to use their hands and fingers, thus, developing their fine motor skills. They are also engaged in cooperative play and building positive social and emotional relationships. Both girls are focused on their projects –they are expanding their attention spans. And, since Angelina and Zoe are involved in constructing blocks, they are learning about three dimensional design patterns. Doing this activity has given the girls an opportunity to solve problems and develop their math and cognitive skills. I would encourage their interest in building things by introducing them to a variety of building materials such as wood, metal, cardboard, etc. An interesting activity for Angelina and Zoe might be to build a miniature model house or other structure.


Observation 3

Gwendolyn worked alone on a “Learn To Recycle” activity kit. She took six small recycling boxes and lined them up on the table. Then, she placed chipboard pieces in front of the boxes. She started putting the pieces in the boxes. Barbara approached her and said, “I want to play the game too.” Gwendolyn responded, “I want to do this by myself.” Barbara kept silent and just watched. Kayla came to the table and grabbed one of the boxes. Gwendolyn said, “No! I’m doing this by myself.” Kayla walked to the rocking chair, sat down and cried. I went to the closet and took out two activity kits for Barbara and Kayla. Kayla stopped crying, walked to the table, sat down and started working on a sorting activity. Barbara also sat down and worked on an object matching kit. After a few minutes of sorting and matching, Kayla and Barbara left the table. Gwendolyn continued to sort the objects. She occasionally asked me for help in reading the labels on the boxes and pieces. Gwendolyn worked until she put all of the pieces in the boxes. She stood up, picked up all of the boxes and said, “Teacher, I did it!”

Interpretation:Gwendolyn shows initiative during this activity and is firm in expressing herself. She is determined to sort the objects by herself and complete what she is doing. Gwendolyn is developing fine motor as well as cognitive, language and literacy skills. She is also developing organizational skills and her abilities to perceive patterns and identify various forms. I think that I can expand her skills by introducing math-related games and manipulatives that compare objects, identify shapes and describe spatial relationships. Barbara and Kayla may be interested in these activities too.


Observation 4

Tristan was stacking and lining up small Lego blocks onto a base. He said, “I’m going to make it taller.” He continued to stack and fit Lego pieces together. Then, he said, “Look at my cake!” He walked to the kitchen and showed Barbara and Angelina his cake. He said again, “Look at my cake!” Tristan put the cake in the oven. Barbara and Angelina left the kitchen. Kloyie went to the kitchen and opened the oven. Tristan said, “No! Don’t open it! The cake is cooking.” After a minute, he took his cake out of the oven and placed it on the table. Kloyie looked at the cake and said, “Hey, let’s build it!” So, Tristan and Kloyie took the cake apart and started stacking pieces. Teacher Allison asked them, “What are you making?” Tristan said, “It’s not done yet. I’m making a nothing.” Tristan and Kloyie continued to stack pieces. After a couple of minutes, Tristan announced, “We’re done!” I asked Tristan, “What did you make?” He said, “We made a tower.”

Interpretation:Tristan is learning fine motor skills, how to express himself and how to cooperate with others through dramatic play. It seems that he is also learning the process of baking a cake. When Kloyie makes a suggestion, Tristan is willing to share and try her idea. They are engaging in positive social interactions. A project that Tristan and Kloyie might find interesting is creating dramatic play props. I would choose a variety of art and modeling materials for them to work with.


Observation 5

Jack took a ball and put it under his shirt. He said, “I have a baby.” Damien looked at Jack and then he touched Jack’s belly (the ball). Damien said, “I want a baby too.” Damien walked around the playground, found a ball and put it under his shirt. Damien wandered around by himself with the ball under his shirt for several minutes. Jack was playing with Dominique and did not keep the ball under his shirt as long as Damien. Jack removed the ball from his shirt. He found a plastic wheelbarrow. Jack told Dominique to sit in the wheelbarrow and be “the baby.” Dominique sat down and Jack ran as he pushed the wheelbarrow.

Interpretation:Jack and Dominique are engaged in dramatic play. Damien starts as a spectator and then he follows Jack. Jack is developing gross motor skills by running and pushing the wheelbarrow. I think that Jack, and perhaps, Damien and Dominique are also trying to understand how human life evolves. One way to expand on their activity is to introduce an embryology project. Many children have an interest in animals and having them watch eggs hatch can answer their questions on how life begins for many species. It is also an exciting experience for many children. I recommend supplementing this project with books such as: My Chickens, What Makes A Bird A Bird? and Chickens Aren’t The Only Ones. These books are appropriate for young children.


Observation 6

Damien, Mikey and Gage 2/17/2010 Outdoors Damien poured sand onto a plate using a toy dump truck and a measuring cup. He also used his hands to grab soil and pile more sand on the plate. He picked up the plate and carried it to a table. He patted the sand down with his hands. Mikey and Gage were at the table. Damien said to them, “I made a birthday cake for you.”EF

Learning Categories: initiative, creativity, measuring and estimating (math), learning to communicate with others, building positive social and emotional relationships, sharing, socio-dramatic play, fine motor skills, balance


Observation 7

Damien 2/17/2010 Outdoors Damien picked up a large paintbrush and used it to hammer down parts of a toy until all of the pieces were leveled. He then turned the toy over and repeated the process. Damien continued to do this for about three minutes, turning the toy over again and again. EF

Learning Categories: curiosity and initiative, engagement and persistence, independence, fine motor skills, colors and shapes, cause and effect, problem solving


Observation 8

Damien and Mikey 2/17/2010 Outdoors Damien and Mikey were engaged in dramatic play. Damien had an octopus and Mikey had a crocodile. They were making their animals fight. The boys were growling at each other. Then, Damien pulled his octopus away from Mikey’s crocodile. Mikey said, “Hey! This is a good crocodile. Why is the octopus running away?” Damien responded, “He’s tired.”EF

Learning Categories: developing friendship, building cooperative play with another child, using language in conversation, socio-dramatic play, fine motor skills


Observation 9

Damien 2/24/2010 Indoor Table Activity Damien used his hands and a rolling pin to flatten green play dough. He said, “I’m making cookies.” Damien made pumpkin, gingerbread and bear shapes on the dough with cookie dough cutters. Next, he took a big spoon and used it to poke holes in the dough. Damien said, “Now, I’m making medicine.”EF

Learning Categories: curiosity and initiative, engagement and persistence, creativity, shapes and patterns, cause and effect, fine motor skills


Observation 10

Damien 3/1/2010 Indoor Play Kitchen Damien said, “Let’s pretend to cook!” He gathered a variety of plastic foods and vegetables and put them in a bowl. Next, he placed the bowl on the stove and started cooking. “Tsssss. Tssssss.” Damien added sizzling sound effects. Then, he said, “”It’s ready. Let’s eat!” EF

Learning Categories: initiative, creativity, expressing self through language, socio-dramatic play, fine motor skills, social development


Teaching and Learning

I learned that it is important for a teacher to be a positive role model and to create a safe and healthy environment that encourages harmony and experiential learning. Young children generally notice everyone and everything around them and are naturally curious. A teacher must help children to acquire skills by planning activities that are meaningful to the children and allowing them to explore and discover through play. A teacher who recognizes the value of play will find that the best curriculum emerges from activities and ideas that the children conceive themselves. Both the teacher and the children can create a curriculum together.


Art Activity


Art Activity Plan

I. LEARNING OBJECTIVES:

To improve children’s fine motor skillsTo develop writing skills and learn Japanese hiraganaTo learn about world cultures and encourage children’s appreciation of art

II. MATERIALS AND SUPPLIES NEEDED: paintbrushes, plastic utensils (forks, knives, spoons), toothbrushes, watercolor paints, finger paints, watercolor paper, watercolor pencils, plastic cups, paper towels, photos of animals, art samples, Japanese hiragana character book

III. PREPARATION: Gather materials and set on a table. Arrange materials so that each child has easy access to paint, brushes, etc. Place book and pictures next to children for reference.

IV. PROCEDURE: Demonstrate brushstroke and painting techniques to create texture, then let the children experiment on their own and encourage them to try working with different textures.

V. REFERENCE: Myself and Japanese children’s book “AIUEO NO EHON”


Cooking Activity

Making Japanese Rice Snacks with Seaweed

and Veggies


Cooking Activity PlanI. LEARNING OBJECTIVES:

To develop children’s fine motor and problem solving skills To learn about estimating, measuring and shapes To learn about foods in Asian cultures

II. MATERIALS AND SUPPLIES NEEDED: rice cooker, bowls, plates, spoons, scissors for cutting seaweed, paper towels, plastic rice molds, medium grain sushi rice, rice seasonings, peas, sesame seeds, sliced carrots, cheese, sheets of dried seaweed (nori), black seaweed, salt, tables and chairs

III. PREPARATION: Cook rice. After the rice is cooked, place rice on plates to cool. Put a variety of ingredients in bowls and on plates. Place these ingredients and rice molds on a table. Provide serving spoons for all ingredients and paper towels for wiping hands. Fill bowls with water so that children can wet their hands. They need wet hands to work with the sticky rice.

IV. PROCEDURE: This activity is similar to working with play dough. The children will use their hands and rice molds to create edible works of art.

V. REFERENCE: Myself and Japanese children’s book “ANPANMAN TO MOGUMOGU NIKKORI”


ONIGIRI Rice Molds & Sushi Nori


Dramatic Play Activity

At the Restaurant


Dramatic Play Activity Plan

I. LEARNING OBJECTIVES: To build social, language and literacy skills To learn about healthy foods To encourage creativity and writing To learn about jobs in a restaurant

II. MATERIALS AND SUPPLIES NEEDED: play dough, plastic food items, pots, pans, cups, dishes, utensils, menus, chef’s hat, aprons, clipboard and notepad, pencils, table and chairs, play kitchen, chalk, director’s slate, video camera

III. PREPARATION: Set up kitchen and restaurant dining area, choose actors and actresses, look at menu and practice ordering food before recording video.

IV. PROCEDURE: Children will act out their roles while they are being videotaped. They can watch themselves on video after their performance.

V. REFERENCE: I observed that many children are interested in cooking, baking and in being in front of a camera.


Becoming a Professional

In the field of early childhood education, it is essential that teachers become educated on how children grow and develop and receive practical training on how to properly care for young children. However, even though teachers are highly trained, they cannot do the work alone. I have learned the importance of teamwork in a high-quality child development program. When teachers work together, they create a successful curriculum and an effective environment for children. I also learned the importance of reflecting on my experiences to improve my teaching methods.
