inventories - ERIC - Education Resources Information … two includes three parts. the first part in-cludes some unfinished statements for your thoughts and opinions.o the second part

ED 125

AUdIRIRTITLE

INSTITUTION,'- PUB DATE '

NOTE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

.1)0'CD/113NT BStilE.

-Nagel, Charles:Pareft InvolvementI.D.t.A. at Hole.Santa' Barbara COUntyS[72]

:132p.; Original document was printed on cOlof.Paperand .is of marginal rgproducibiKitY '' ,

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MF-$0.83'HC-$1:35 Plus Postage. .

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*Child Development;' CegnitiVe Development,; Home._PpgraMsLInfapt'Behavior; infants; language 1

-

Deveio-Pment;'iiothere; ItOrin Referentelf;Testel'Pare-mt -

-AttItudesi *Parent Education;-*Parent Participation;Physical peveldpment;'Preschool ChilarenT-A(Presehool.Educatipn; Questionnaires; *Teathing.Guides;

,

Vocabulary DevelopMent;.WorkbooksCalifornia (Santa Barbara)'; *Project, IDEA atilioie

: ,,. -'\' ,

This workbook was designedsto'help parents ofpreschool children take an active role in the,education,and guidanceof their childiin, particularly in the area Of laliquitge andvocabulary, social development, and mevement."Included.are all thesections from the book opiscovering,How.Childien,Igarn" in additionto parent and childAnventories, guidelines for working with-children, foraq'for progress reports, and 'educational cles.Parent inventories_ ask parents,to.report their thoughts and opinions'on child-rearing, childhood, and 'life's goals,and to survey their '

child's home and community environment. Infant inventories indlude abehavior inventory ,and a test of thechild4e skills in lidividUal and, -,

social development, language,deyelopment, and dross and fine movement ,4development, A developmental guide charts the normal progressioh ofgross and fine movement development,_ sensory and perceptual. . ':.

development,, personarand social development, .emdtiOnal,deyelopMent,and language development from birth to age 3.-A section` an methodsand etrategis'Presents. information that incJ,uaes-teaching strategiesand how4to work smith a ,positive approach. There-4re formS.fot.progress reports that chart parent and-child development, and aichecklist or-vocabulary development. Appendices include a discussionof mothers, an explanation-of the.development of speech, ideas on, ,creating learning situations, a list of recommended reading for, -

\ parents, and a glossary. (6B1

,

***************************************************************4:*****. , * Document acquired by ERIC include .many informal unpublished ,

* materials not available from other sources. ERIC makes ever,effort ** to obtain the best copy available,, Nevertheless, .items' of marginal, *.* reproducibility are often encojintered and this affeets the quality *

* of the microfiche and hardcopy.reprdauctions ERIC makes.available *.

lc 'via the ERIC Document Reprodution Service (EARS): EDRS is not .*

* responsible.for_the quality of the original document. Reproductions ** supplied by E'DRS are the best -that can be made frcm the original. --*1*********/*********i**************************************************4 =

P3w008, '670.

Preschool Education:_Project

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EDUCATION , . .15". THIS 'DOV-IMENT HAS,'ES-EE424"REPR6%

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0THE PERSON OR ORGANiZATIOITORIGIN. .. AT,ING.IT POINT S OF VIEW OR ORINIONSI,

: --,S.T.ATE0 00 NOT NECESSARILY RE,Pitis'sSENT.OFFICIAL NATIOilAL INSTITUTE OE.7- -,.. - 4;- EDUCATION POSITIONeOR POLICY .

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SANTA BARBARA, opsrre sciparsOfitoiftif4lieSiipetinterictotit4400 dat.1)Orat Oaks

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'BILL NQ. f865 NOVEMBER, 1968"

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TARENTANVOLV6ElMENT:'t a

4

fiES..(HOOL. EDUCATION.

4

BY'

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CHARLES NAGEL, Ph.D.,-Project Vireotor

SANTA BARBARA COUNTY SCHOOLSOFF ICE. 1HE.SUPERIDtENDENT.

LORENZO IALL'ARMI, SUPERINTENDENT1

4480 GATHEDRAL'OAtS\ROAD "- POST OFFICE BOX 6307

SAMI'AlBARBARA, CALIFORNIA, 93211

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t/7-4-....-11_2, etting:id'Oleri4nd,:f4,thers -involved 'in the preschool

. -. . ,'1,4.;it ,..., ,,, "..,"`.,:d! ',. t, 7,,,), ,Y:.

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> I' ..',.4. ' education -off .'7irie-Ii.----i.. h.1I e, ',the in-ws. t important,,, . ---.--,-/,',..

, 7.'''., irt , - ,.;1 , turd:"educational, moves °o,f, tn,i's tur :' In the, early years, the i

.: ., . ' -...-' 1.,: - ,,.... ,.. . , , r

' ',..),'...._ , es ,enti,a_f,(t1einah't'..,4.4,1', idt Irriu l'a t 414: :t tellactual and con- tr, ... , . , , . , '' °-. " , , '''''.- Y-, --`'--....,_ ;

'; ',,, '-,z ,,, ceptual-deiteloPMenf of,c4ildreri ,IS'41)akenti-filv,emitnThe___LI__,_c `,"1 ,-,:- 1

,:..eriviroilment that. -de-firiltell!aef.ect,s children; in all' the years

r, 1. , ,.

',:i : ;cif -their ,,groigth'is.,"at-orrle°,1 not 'at school.- Early education, _. ---"-----:-.1---,---,---. ..: ,v..-c

. and leaerning 'prgoesAes,,--:-,that are correctly 'used will build a. .. .., t .. -,, '

...

,t ..os,iti4 educa. t,i b, ri' o

.a

1 '..f,..It3ZL. n'9:

daticn-fo.

for the futu re. ks par nt-x i

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h,

ood,educatiOn and- li ar

es

pt nvolveainC. .

yltdren's earl(

,

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t ' ' learning reaches American homes, more parents will knOW-- c_re-,-,) ,\ ',

.5

sabOut; children than they ever have before. Once parents

understand children's developmental structures and processes,

'Aey will-be better 'able to continue the crucial role they play

t.

. - - ._,,,,

in the lives of Qchil --) '4 ., .

____,.-_, - , , ...: ,... ,,

The purpOse of .1Ehik bobk is to ,,pffer an opportunity for...J c

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'parents- tot:

, -I. Understand themselVes 'and the,im,portance ,of teaching, their children. ,

e r. . .

2. Learn more ,abort and development, especially' deb the early years . .

4. 1

3 . 'Acguire. knbviedge arid skills for extending .the,children' s learning at home.,, . . , .

4 Learn, about the seguentia4,development of -skills.4,111,movement, language and social beh'avior.

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5./ Become a well-informed person in the educatiOnal'process of their Children.

6. Feei more'secure and Confident as parents.

The material,in "Parent Involvement in Preschool Education",

ludes all of the sdctions in the book entitled "Discovering,

. .

,

How Chiles Learn." Additional, sections in this book are parent-

rl A ,, , .

and. Children inventor4.es., guideline in working with children,

evaluation and numerous educational articles for Parents.04.,,

,

' nil ' Oases of,this.book will d'vrect-the. :parent -dn-providing

earlylinguage, vocabulary Wand movement development for their.

chiict-en. [.

Two other books w'hich'clearly support the instructions

recommended in this book are "Prescriptive Activities for Infants"

and "Children Leap by i'-

Infants" has specific activities

"Prescriptive Activities for

give prescribed stimulating

emphasis on "learning to'learn" a skial. "Children Learn by

1

Doing"'is a handbook of 80 inexpensive things childienrand parents'

can make together":

`The unique feature of all these publications is that they

nave been1tried and found successful,in over 300 homes. It is

hoped that manym re homes

of the material

potential,' deveIo ment.

arents will: take full advantage

'these books to further their children:s

DireCtor, Projece -

.?

A. at Home

-

4s-

SECTIONS4' PAGE

'. Introduction 1

II. Parent Inventories

it

.A. Introduction 5

:B. Your Thoughts and Opinions

--d. Parent Self Inventory 7

D. Parent Reaction Inventory' 11,

III. Infant InVentoriet 16

A. rntroduction...., 17

B. Infant Behavior, Inventbry 18

C. ,Developmen 1 Sequences for Infants 23

IV. Developmental Guide y 50'

A. Introduction S1

Develoment From Birth to 12 MOnths 52

.

C. Developmeht From 12 to 24 Months... 54

--Development From 24 to 36 Monthso.: 57

iv

I'

, b a

TABLE OF CONT ITS .(coNT.) .

V. Methods an41 Strategies..-

Intioduc tion

59

B. Have A Positive Approach 61

C. Guidelines InyorXing With Children 62

D. Reading Tips For Parents 65

E. Va-l-Ue-s7ofBasic Skids. 66

F. Teaching,Strategies 69

.

. Progress 74

A. Introduction 75

B. progress Report on Parent 76

C. ManthlY PrOgress Report on Child 78

VII. Cumulative Vocabulary... 83

A. Introduction . .... 84

B. Cumulative Vocabulary CheckList 86

VIII.' Appendices. . ... 103

A. Everything About The, Mother . 104

B. Crea ing A Learning Situation _110

C. The Gift' of Speech..... 115

D. Recommended Reading For Parents 122

E. ossary" 123

, 4. 1NTODUCTION

.

The first, and'one of the best teachers a child will have

are his parents. Every hoMe is the first schoo]/ and every

parent is the first teacher... Very few attemp's in preschool

0'1., _, /

education have placed the parent in.an active role and few give

/.them'importance as the main source ot information ar'id/or motivation

... ,

/for the infant.%

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..

r

It is nowHknown that 50 percent of mat re intelligence is.

" develop by age four anted another ao perce t by age eight.: It'.has been state -htua child's brain doubires in size ddrihg the

six months following irth'and doubles again by al:61A fourWari

of age. During this peri d k rapid gr wth,'small differences

in'his environment can meap a great dea '

.

i

Sequence'of activities are described for parents that have.

I een tried and found successful in movementi social and language

ski Whet these sequences are, used by parents in the homes

;thefr may be to avoid some of our current educatibnal prob-.

le s such as:

. 'Children.five year of age who are about one year, ,,

behind the rest of the children in-their kindergarten. ''

clasSinlanguage skills. ..

.

.,

2. Children who are 'a year or more behind must learn .*,

,,

twice as fast to catch up and some never do.

3.. Non-Englishspeaking children placed in °mentallyret'arded" classes.

4. 'Children who do not have an appetite for learning.

. -2-

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67' ^ Z. '

In.conclusio aprogram ac home will result in. improve-, /

ment of a child's abi4pies bedause,of. the, parent-,child combin tion .vk ,

in the hdffie. I fants who .are not t:al.jcing walking,.recogniz ng,., , j-

colors, drawng,'playing,games, singing, d essigg, 'balancing

r !. . . .

throwing, cop ng and:pany.other. skills should be_belped thr1 .

,

,%. *Fa'rentl'inv61v ment,. *The,lessons froM life are learned ear., ..

as stated .in "Ell fdlldwing.:..''.'

...

CHILDREN LEARN WHAT THEY LIVE

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-IF ,a'011d*lives with criticism,.HE learns to condemn. .

IF a child lives With hostility,HE learnS to fight.

IF a child Lives with ridicule,HE learns to be shy.

IF a child lives with tolerance,HE learns to be patient.

' IF a child lives with encouragement,HE, will learn confidence.

IF a child lives with praise,$E° dill learn to appreciate.,'

IF a child lives, with fairne4S,HE will learn justice.

IF ,a child livet with security,HE learns "have faieh.

IF a child liVes with approval,HE leaths tb. like himself.

IF a child lives with acceptance and friendship,HE learns to.find love ifi the world.

,Dorothy Law Nolte

oI:

sectionPARENT INVENTORIES

es.

A. INTRODUCTION

Bt. YOUR TH-ObGHTS'AND-OPINIONS

C.. PARENT. SELF INVENTQRY,

D, PARENT REACTION, INVENTORY

1

4.

ti

I.

,

4

A.: INTRODUCTION

PARENT INVENTORIES,

SECTION TWO INCLUDES THREE PARTS. THE FIRST PART IN-

CLUDES SOME UNFINISHED STATEMENTS FOR YOUR THOUGHTS AND OPINIONS.o

THE SECOND PART HAS A PARENT SELF,NVE`TORY CONSISTING OF HOME

AND COMMUNITY ENVIRONMENT, GROWTH AND,DEVELOPMENT AND LIFE'S

GOALTHETHIRD-- PART- ,IS- A -P-AREFI'--REA-CTIONINVENTORYC6N

SIST/NG OF 30 QUESTIONS.

WHEN PARENTS FIRST RECEIVE THIS BOOK, IT IS SUGGESTED

THAT BOTH MOTHER AND FATHER MARK THE VARIOUS ITEMS AND QUESTIONS,

EITHER SEPARATELY OR TOGETHER. AFTER A PERIOD. OF TIME, SUCH

AS TWO OR THREE MONTHS, RECHECK TO DETERMINE WHETHER ANY CHANGES

HAVE TAKEN PLACE IN THE HOME ENVIRONMENT.

THERE MAY, BE SOME DIFFERENCES OF OPINION ON MANY ITEMS

AND QUESTIONS, BUT REMEMBER THAT IsT IS NOT WRONG TO DISAGREE.

DISCUSS THESE DIFFERENCES AND REFER TO,THE APPENDICES FOR

'OTHER OPINIONS.

1.$

5 a

44

1

B. YOUR TBOUGHTS AND'OPINIONS'.

The following unfinished statements refer pr ily to.

yor current thoughts aid ()Pinions. Try to put do our firstimpressions only.

1. I ri.1( children who

'2. I dilike children who

3: When: I was a child,,I liked grownups Who,

4. The most important thing fOr a child to learn is-4'

5. I wish my parents had.

0., . .

4,

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110

PARENT SELF-INVENTORY4)

'HOME AND COMMUNITY ENVIRONMENT

1. Which of the following do you have in yourhome at present?

a. newspaperb. magazinesc. dictionary

d. record prayer

e. encyclopediaf.,books-g. television,h. ra

2. Which of, the following.children's televwatch most frequently?

a. Captain Kangaroob. Sesame Streetc. Electric Company

3. What places has the child been to?

a. marketb. post officec. playgroundd. zooe.' schoolf. bank'cg. restauranth. library-

sion shows do you

d. Romper RoomZoom

f. Others,

i, park, j. beach .

k. fire station1. police stationm. churchn. _drug storeo. out of townp. Other

4. What items are available at home for the child?

a. paste h. chalk. b. paper i. ruler

c. paints j.4 crayons

d. coloring book k. playdoughe. cut-outs 1: scissorsf. blocks m. pencils ,

g. yarn ,.n. tape

.o. string.

. 5. Wheat health or medical services has your child needed during.

the past year?'

. baby. doctor.b. dentist

eye specialistd. health department clinic'

-7-

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.1.

e. overnight hospitalf. 'family doctorg. other

*

A

4

*-41

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GROWTH AaDp_KMELOPMWT

As. yoU read each.of the statementsagree, disagree, or don't know.

. . ,

A

1. Childreri should be allowedto disagree with' you...

2 A 'Mother should protect herchild trom any difficulties.

3. ACh'ildreh Will get onlerveg4any-

shoUld, receive strict

5.' 'Parents should encouragechildren' to be loyal' tolth0.

your .,.

`"'

below!

Altee

t.

indicate whether you

41:r

Disagree

t

6. A child should .be taught toavoid fighting.

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7. Parents should adjugt to chil- ,. . 1,I .T , ,

5 , ,,,,i

dren,rather than "expecting the ,Children to adjust to them. -.1

-; -

i ,.-

' 8.' Children shOuld'bealldwed to''_ ' .-',,:',-..N..

talk 'about their trouble -. - . ,.. .

.sY ' 'ti'' è, Ntt,

4 C

Don't.;'know

j. t

-9. A mother should know every= .

,thing ,her chile'4

Childeil would' be be'tte'i: ''' '64

'",t, behaved if parents showetTLan.interes,tIn thqt.ectivi-ties. .1

iit w111.4t11. A wise pare - each achild 'earl: who is 't5Q4.

. -

2. Mothers ,teceixYb, littlegratitude fOr allt4eY dofor their,childreA:

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13. Children 'who. are siveri ftrnp' rutee''grow -up to bethoo:bett

adul'ts'. .., .,

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: 1.4*Mothers.. can be sweet and even-. ,tamiiere'd with their childrenall,day...

'

, .54

, - ,,, . . ..

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.4 .m 5.

i ' 1 should-.hit -another, child.., ,

-.:' . -/ s .. ;16.'11)acents 'should insist tile way'''. °%,their children get ah8ad is 'to.

.. ' keep buSy .and,not. waste time.';-.A , ....1.171 There'IS no' reason '"ParentS-

should' haVe the.i.r. 'own way. all ,

. . ,the' time, any more than children .!,4 , 4" should, have their; (Win' way all

a "

Agree

,

o

Don'tIlisagree , Kriow

5 4

15. There is -no reason why a .ch

. ,,,' -.- c, af.the time

. . . 5

0, .

s' .- 18; ,if abhild has upset feelingS;,'' ' 4:t is bq..sk tb leave him:alone

,,t, and not 'make it look, sertOuS.e,k

,. .

19 . A' chid ,shourdn ',t ,keewimipor-, ,t....

tan's setres--froill his parents:: ',: .'

. 20. A child has a' ight tohis own,. point of -view and should' bealIowed to say .it. , . i, . , --

a. . I

,19'

21.,_Keacdach of the, folldwing statements "about you' and your 4

child .nd indicate whether 'this 'hapligens '(I) 'lots *oftiinesi' ,V (à) 'sometimes" -or (3-) "hardly -everl-. Circle the ntunber,

- .. r. actions. -,.

1 A .

,.. ../ '

i . a. . 1 2 I say nice things to him..i .b. 1 2 3 I. .yell at him. ''

,

. . ,T ' c. 1 2 3 I teach him things he wants to Learn. .`"

.- . d. 1 2 -3 I tell him when he does something -1 'd9.n't: like.'". . se. 1 3- -I keep after him until he does tIie thing; right:

f.. 1 2 3, :I, spank him. :, ,

i 2 3 .. I read. to him. .

h. '1 2 3 I play with him.. i.,. .1 2 f3 ' I tell him 'stOries . .,.

.a.

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,

,. '16

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2-,g. - To 'have, as lot of time to be with your family.

To" haye ,good Physical health.

I

LIFE'S GOALS àS' ,

'CA - ' .. o.:.

t 3. As an individual, which" of, the following ways of life,are your first, .second,, third' through.. eight choices? ,;`'

Please plate your. rating,num1;er on the appropriate, Line.7 *

. ;"

. 1 ....

&O To have lotsof education." . ,..

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4%

.

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4 4

4b.o .achieve thingS,that others cannot.

Yc TO ,keep irn .close .contact with Gad.

To have-the 'friendship of many peOple.

To 1-faVe -a good ,paying job.

.ef. TO have. a nitre home.

1. '0

0'4 ...t mipt

, If you ii4a,s,100.00 to, do, as' yoti please, what would you d.O.

with it? i

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PARENT REAMION INVENTORY

4

'INSTRUCTIONS

Please descr eàs accurately as poss le how you react.to your.child by circling one,of the four esponses to eachof the ec4lowing questions:

3 Frequemtly .

2 Sometimes

I Rarely

0 Not At All

,' Try to:kgive.4

'a true response to every item and base your,response

.upon-yotr persbmal,observation and experience. Use

a dalkerept cbthred.pencil to indicate your,reactions if morethat one child' in your home is participating in the program.

,,.: --, ,-,,....,

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FRE- SOME- NOT .

QUENTLY,TIME5 RARELY AT.. ALL

child's needs? \ 3

2. Do you talk to tie child andtry to get him to respond?

t

\

3. Are you involved in doing many,things with and fOr the child? 3

4. Do you scold the child ratherharshly?

1 3

5. Do you express excessive care---and concern about 'the child,

his health, hid actions, etc:? 3

96. Are you ready for learning

sessions? 3

7. Do you have confidence inthe child?

8. Do you talk to'the child about'things you ado with him, forexample: "I am goingto changeyour pants," or "Leg's washyour face."

9. Do you provide the child withsituations for explorationand discovery?,

3

10. -Do you directly criticize thechild and nag him'on his fault& 3

11. Are you always trying to "help"the child whether he needs itor not? 3

12. Do you help the child throughcooperation and attention? 3

1 . Are you pleasant and relaxedwith the child?

712-

1 i)

1 Are you rspons3ye towthe2 1 0

2 : 1 0

2 -'-1 0

it'

2 1 0

.

2 1

2 1

1 0,

2 1 _0

2 1

a

2 1 0

2 1

1 0

2

0

0

0

I

ou take to explaincause o the chi forexample: u can't utbecause it is ainjng." 3

.

15.'DQ you allow the chi to playfreely but check on him ccasion7

FRE= SOME- NOTsQUENTLY TIMES RARELY AT ALL

ally to insure his safety? 3

u sharply.and/or impa- -

tie y orce the child to dowhat yo want?

17'4: Are you over]. concerned about' the child's cleanliness, which

hampers his play?

8. Do you discipline the child inan attempt to be helpful?

19. Do you see the child's goodpoints more than his faults?

20. bo u read or. tell stories orrhymes the child?

3

3

3

3

3

'21. Do you make additional toys,books,.or material's for thechild? 3

22'. Do you shout at the child orspeak to 'him in an "unfriendly

4 voice? -

2 : Do-you not allow -the child toplay with others for 'fear ofharm' or illness? 3

24. Do you try to keep noiseleveldown and interference at aminimum during learning sessions?3

25. When the child comes to 'show your-what he has or what he can do,do you praise and encourage him? 3

-13-

2 1

2 1 0.

2 1 0

2 1 0

2 1

2 1 9

2 1.t 0

2 1 0

.

.

2 1 0

2 1 0

2 1 0

2 1 0

FRE- SOME,- NOTQUENTLY TIMES RARELY AT ALL

Do you explain to the child whatare doing and why you are

r doingP it? 3 2 1

27. .Do, you provide educational, exper-.fences for the child. like tripsto the store, excursions, etc.? 3 2 1

28. ,Do you spank the child withoutexplaining what he did wrong? 3 2

29, Do You constantly tel4. the childnot to touch and say "no" to him?

,

( 2

30. Do you need help when your areteaching your child ?' 3 2 1

,0

i

ti

. 4 t,

. 14

SCORING.YOUR RESPONSES

After answering each queption, record your score aftereach number listed on the chart below., . A total:score of 15for each category indicates a high degree of involvement:A total score of 0 for one or more categories willindicate

-a very low degree pf involvement in each particular categbry.

COMPILATION OF RATINGS ON REACTIONS.

TOTAL'

1. Positie ti:tudetoward child

1 7 13 19.

T .

.

.. .1,

2. Verbal expressive-ness with child, , 2 8 14 20

.

26

.

.

t

. .

Involvement withchild

.

3 9 15

%

21

.

27..-

.,

. .

4.'Punishment orientedinvolvement with,child

,.

4 10 16 22-

t

28.'

5. Overr. gixibus ft- .

. vOlvement.withchild

i

5 11 17 23

.

29 .

6. Cooperation withchild

.

.

,

12

.

18'-

'24

.

30

..

,

,

)

4/7

o

. .

,

A.

B.

C,

*sec, tiotX

.** INFANT INVEaNT,ORIES

. ,INTRODUCT I ON

I\IFA;NT, BEHAVIOR ft\\(-11,TORY',,

DEVELO'PMENT'AL SEQl.[ENCES FOR :INFANTS

I"

ti

ti

4

e

I .

- ,

,*

4

.

A. ," INTRODUCTION ,

\y, INFANT INVENTORIES

.a

7

,.

SECTION THREE C6ITAINS.,TWO PARTS FOR PARENTS/2 TO INVENTORYa , ,

THEIR CHILDREN. 1

. . -

THg FIRST PART CONSISTSOF'AN INFANT BEHAVIOR INVENTORY

WITH A SCORING SHEET. ,.FOLLOW THE INSTRUCTIONS AS ACCURATELY

AS POSSIBLE.

THE SECOND PART CONSISTS -OF DEVELOPMENTAL SEQUENCESÔF

SKILLS ACCORDING TO THE CHILD'S AGE LEVEL. THE DIRECTION

ARE SPECIFIC IN DETERMININCri A CHILD'S DEVELOPMENTAL PROFILE .

'

IN EACH INVENTORY THE.PARENT WILL )3E-ABLE TO EVALUATE,

THE CHILD'S CAPABILITIES AND NEEDS.

.41

n

ea

17 ,. -

2 t

41I

Be INFANT UAAVIOR

Rate one br more children in yoUr home by following "the instructions below. The.30 statements are arrangedto check and double check your opinion five times in

f.each o six different categories. 'Determine-how 'accurateyou are about your child's behavior.

Q ,

INSTRUCTIONS

'Please describe as accurately as possible how yourchild reacts. while you are in the hOme by circlingone of the four responses.to each question:,

3 Ffequently

2 Sometimes .

Rarely0.

0 .Not at,all

Please give a response to'everyitem and base yourresponse upon your personal observation and experiencewith the child.

A

-18-

9

4

4CL

ERE- SOME-QUENTLY TIMES

1. Talks or babbles to you abouthis toys, clothes, what he isdoing, etc.

.

2. Shows a warm or friendlyattitudeto one who playswith him.

3 Gets awkward or uncomfort-able when attention is foL.cused on hiM. ,

4. Likes to feel, smell, taste,pound, squeeze,-orjn otherways examine neWarticles andtoys.

3

3

3

. Tries hard td properly workA ,toy" or puzzle. . 1

6. Is hard to keep upwith, he'sso swift in,gptting from placeto place., 3

,7.' Shies, away from anythingstrange or different.' 3,

, 4

Respondstveibafly-mhen you talk_,to, him. He tries to carry on aconversation., .

3

9. ShoWs'yOu w_ hate is doing ormaking,./Or the toy he is'

\,, playing with. 3

Is.attracted to and examineswith interest objects_aft'dmaterials in Ais.'enVironment: 3

Gets determined ta reachsoMething'or,accompllsh some-

ing. 3 2 1

RARELY

2

2

1

111111

,2 1

2

a

2 '1

2

2 1

NOTAT- ALL

0

0

0

0

0

Q.

0

0

12. Is ear and responsive, when,Offpred new toy or,interest-ing object.

-19-

3 2 0

1"

13. Runs. from place to placerather than walk.

FRE-, SOME- NOTQUENTLY .TIMES RARELY AT ALL

0

3 2 1 0

14. Is timid and fearful aboutclimbing, riding a tricycle,etc. Seets overly cautious. 3 2 1 0

15. Uses words or vocalizationsto express his desires ratherthan merely gesturinf. * 3

16. Curious about noises, voices, andactivities. Wants to see what'sgoing on. 3

17. Doesn't givd up.easily even--wiren-h-e-expe-riences- small fail-

ures along the way. \* 3 2 1 0

18. Likes to play tag or otherrunning games. 2 1 0

2 1 0

19. Is startled by'loud or strangenoises. 3 2 1 0

20.,Tries to ask questions. 3 2 1 0

\ (21. Looks toward you when you call

to him or call his name.3 1

22. Tries to do things himself:Doesnot always ask someone else todo it for him or get somethingfor him. 3 2 1 0

r

23. Plays well with other chi1,7drea. 3 2 1

24. Uset chairs or stools to getwhat he wants. Doesn't letsmall obstacles stop him. 3 . 2

.25. Cries easily if he falls or ishit by another child. 3 2 1 0

'

0

26. He initiates communication.Does not just wait for some-one else to talk to him. 3 2 1, 0

a

-20-r

2

o

'FRE- SOME- ,

oWNTLY TIMES RARELYNOTAT ALL

27. Directs his attention to apicture or other items uponrequest. 3 2 1 0

28. Gives much attention to a book,toy, or activity which interestshim: 3 2 1 0

29. Is agreeable and, accepting ofactivities that are suggested,i.e., to play with a ball, takba walk, wash up,:etc. 3 2 1 0

30. Is jumping,.'running, ,or on themove most of the time; can't seemto be still for long. -: 3 2 1 0

-21-

2 .

1hT

-' r . 4., ,,,, .0 ,.

l 'q '' ::. . . . 1 1 t' ...6/ 4

St

0 "a ''.:' i . 4 . 1/4.' .%'..... ......c T #.

. ;$ .' ''';. # '' '.. .4 ; :'' ,. /:.7::.. 'SS e It .

, t : , v . , ' ' A 4 , .'.4. ,..% ct - %., :" l ''' ... S.;,

I " :1 ' V :; . . . .t, .4. '7,.

..4._., 0 ": . 4, ,.4

ri `.

, .

,

<--- A

SCORING SHEE? FCR INFANTS 'BEHAVIOR ,-ItIVEN-TOgY,''.''S " k .

CHILD''S

NAME @P kATER,:,

rt

'

' Ì', t

'AGE- (YEARSY,,,14023)''

5,

ATE. RATED,

4

t

.

TOTAL

1. Verbal expressiveness 1' 8 .1. 15 20 26 .-

...:,,..

2..Social response andcontentment 9 21` 23 -,

: '29

.

. 0

.3.

. ..,.

Fearfulness

.

3 7 14.3 19 25.4. .

4. Interest and cutdouSity 4 . 10 1.2 16 '27 .

5.

t

Persererance .. 5...---

11

.

17

I

24 . 28

.

.

6. Activity- .

.

6 13 18 %. 30 -

".

-22--

44

. .53

.0

3

1

C. DEVELOPMENTAL SEQUENCES -FOR -INFMTS (D.S .7 .

GENERAL DIRECTIONS FOR TESTING:

A pre-test or survey is Made -at 'the beginning Of the " programrant.to ,deterniine the develvmelytal _profile of the'

1

2.

.

Draw a'vertical :line from top of sheet at the'chronologicaliage.-Mark to, the same e mark ,at the .

bottom Of each sequ.ential sheet. 0 ,

The items the age line pase, through are the 'firstitems to be ,tested`. -, :: -

, -. . -'

. ,: -. .,,,.. . .:

3. If the child d7annot! do the, idwest jest item the a0line runs through, 'have him 'do the itas -in thebeginning part of the equence.. - If ;the child cant.- 1

do all' itefns, have him go up the sequence to more ''..2difficult 'skills. - - ,-.. .

. - t,

If the child `passe's anttem, a check mark is drawn-at (the sho rt line . . ,

t

Upon completion Of the 'test,- survey the results ina,

eachof, the eig,lat d'egilences. 'tco determine the mot'neededSkills' in each category. .

. A short 'line at the bottom of each sequential chart' entitled "Percent of,infants Passing"- is a sample

showizig the :percentage ot children passing the testitern.-as arranged in sequence. On each end three'dots extend the line to either O'to 25% - or -..

.90 to. r0 0% . Where 'the vertical line ,goes . through ,. .the short horizontal lines, it indthates the percent,of children whd have passed that test item.,

II V . , , p .--7,... Recpril informatibn' ontProgiess Report f6r Child,..,

page' 78, and, Lit scores in appropriate column. ':, - ,. ,

3

w .

s"

d.

,

'o 4,

.

EXPLANATION OF THE DEVELOPMEPTAL SEQUENCES FOR INFANTS

.,The,DeveStructedprof iie

There arCategory

CATEGORY

lopmenta14 Sequerices forlfants is a recon-.inttument todetermlhe,the dpvelomental

of a child:.ag 0 months -65.siXty months.

. ,sl N14704,

e four cater ana:two sequences-dh each, .

a.s foillows:. 4

I ;IND'IVfla0ALL'SOCIALSbcial-Sequende (7 test items`)

.Individual Sequence (8 .test items)

CATEGORY II.

FINEMOVEMENT.

Mriting.Sequence (11 tett items) ,

, , Coordination Sequence-(8 test itedt)

CATEGORY- III

CATEGORY IV,

LANGUAGE'Speech Sequence` (9 test items)Compreherition Sequence (7 test items)_

GROSS MOVEMENT .

Walking Sequence (9 test items)Balancin4 Secxence (8 test' items)

.

There are sixty-seven test items in the fOur categorieswhich were selected from the Denver DevelOpmevta1Screening'Test. These.D.D.S.Ta items were-originallyselected from over a dozen infant develoOmental testsand preschool, intelligence tests. It was standardizedaccording to age, occupation and ethnic groups.

' -;

Sequential arrangetent of t1-ie test items according to-:a specific developmental pattern offers an easy method

.

of.me4egtring and determining 'tie needs, of each Cild.This method quickly indicates the areas of instructionand types of prescriptive.actfvities. The test items

requirevery= little equipment and -can be easily given

by parents gr,para-profeSsionals. .

.

4..

The testNitems-are'written,out in question foprCfor theparent, to answer or the chfld to kerfofm. In each item

'..:wher9, the:re' is some 'doubt regarding whether the child. 'cari perform the skill, it,.is suggested that th4 child.

., -*,

be' observeddoing the skill. ..

. 4d

-24-

3i

0

1

r

.4,

I.

.CATEGORY' I

INDIVIDUAL- SOCIAL

A

General Directions for* Social Sequence, Skills4s

A.- aOGIAL SEQUENCE;

.1'. PLAYSIGAMES-

I

,%a. 'Test - Can the child play simple gameslike pat -a -cake, peek-a-boo, of respondto voice calls?

PLAYS BALL WITH ANOTHER PERSON'4 )51I,

-a. Test Can child roll or toss a ballback to anotherperson?

3. ,MAKES WANTS KNOWN

a. Test - ,Can .Child make wants known by.talking, pointing or pulling? .

4. PRETENDS DOING HOUSEHOLD CHORES

a. Test Can'the child, imitate you whenyou do household chores like du'sting(or sweeping?

5. HELPS AT-tiOME

! a. .Twit - Can child help in home by doing,simple tasks like fetching objectsthat are familiar, ,putting toys away?

-25-

A. SOCIAL SEQUENCE (cont.)

6. PLAYS GAMES WITH OTHER CHILDREN

a. Test - Does child play with otherchildren?

7. SEPARATES FROM MOTHER

a. Test - At the end of the examination(sb as not to upset the child for theremainder Of the exam), when theexaminer is playing with the ohild,the mother is asked to leave theroom for a few midutes, or ask themother-how the child reacts when she.leaves him.

4

-26-

.1.

Q

12

5,

DEVELOPMENTAL SEQUENCES EN JNFANTS

20

3642

- ' 4

8 '

5460

6

7

Separates from Mother

1

Plays Games with Other Children

Kelps at Home

..

.Pretends Doing Household Chores

.3

Makes Wants Known

2111

Plays Ball with Another,Person

Plays Games

IND

IVID

UA

L-

SOC

IA.

. SOCIAL

SEQUENCE

1218

2430--

36

Percent'of Infants Passing

25

50

75

,90

..

)I

/

60

CATEGORY I

INDIVIDUAL-SOCIAL-,

-

Seneral Directions for Individual Sequence Skills

B. INDIVIDUAL SEQUENCE

1. DRINKS FROM A.CUP

a. Test.- Does the-child'hold a cup orglass by himself and deinkofrom it?

' 2. FEEDS HIMSELF

a. Test -.Can thechild Use a spoon. tofood to his mouth without spillingmuch?

gettoo

3. TAKES OFF GARMENT-

.a. Test 7 Can child remove any of hisclothing crr. shoes?.

4. WASHES AND DRIES HANDS' WITHOUT HELP

a. Test - Can the child wash-his handsand dry them without help?

5. PUTS ON GARMENT

a. -,Test__-_-_Can child put.Ori'an articleof .his own clothing like-undetpanEs,socks or shoes? .

"

B. ..._INDIVIQUAL SEQUENCE .(c.onti)

6., PUTS-ON AND TARES. OF CLOTHES WITHSUPERVISION

'N

a. 'Test Can the child put-on and'take of his Own c,l'othes with somehelp?

". 7. BUTTONS UP SHIRT OR SWEATER 61,,COAT -',

a. Tett - Can thd child button. Niarloilsarticles of his* own clething?

8. 'LITS ON AND TARkS OFF HIS CLOTHES

ti

a. Test - Can the child dress com-pletely and correctly withoutsupervision except trying to tiehis shoe Laces?

O

-29-

s

C

Months

0

1

DEVELOPMENTAL SEQUENCES FOR INFANTS --

612

18

24

30

36

,.42

54

60

.

(1

1Itttillittlitii Itittuti

it It1ititti

rt

8

Puts On-and Takes off His Clothes

71.

Y41

Buttons up Shirt, Sweater,

r, Coat

61

ti

.t

Puts on and -Takes off Clothes with Supervision

.5

1

Puts "on Garment'

.4

I Was_hes and 'Dries Hands Without Help

3t

fI

Takes off Garment

2it

)t

FeedsHimself

-

Drinks From pup

ItI 111 hitt ;Witt tittit

tjCrti.'1

06

12

18-

24

30

36

,42

48

54

60

INDIVIDUALSOCIAL

-INDIVIDUAL SEQUENCE

.

Percent of Infants Passing

25

50

75

'90

ti

CATEGORY .II

FINE MOVEMENT

-:,, .

General,DLrectio4s-for Writing Sequence. Skills .

44 ' t. , 4

04,

A. WRITING SEQUENCE

1. GRASPS WITH FINGERS

a.--Test Can the child pick up-a. raisin using any part of the'thumb and fingers?

2. GRASPS WITH THUMB AND INDEYFINGER

a. Test - Can the'childpi bk up araisin using ends of th lamb and/ '

index,finger? ',

I

3., SCRIBBLES WITH PAPER AND PENCIL /5--

a. ( s_"()

-

markings of more than one strokTest - Does the child make any . C

-.7r,/on a piece of paper?

---

%

4. MAKES UP AND DOWN LINES ,

a. Test -*Can the, child mark a,piece ofpaper'with lines of more than oneinch long and have these lines

straight. up and down?

5: DRAWS CIRCLE (3 tries)

a. Test- Can the child copy a drawingof a circle -like the one drawn bymother or examiner?

1

-31-

A. WRITING SEQUENCE.(cont.)

fi

6. POINTS' TO LONGER'LINE (3 of 3i), :2)

.z..7--

..:.

P''ia. Test = Can the child -pick the'lorr:erline of two lines drawn. on a:siece

1of raper? of c

4 -.

, / (k,, U4 -

Z-7177. DRAWS + CROSS,

a. Te8t After showing the child a-picture or drataing of a cross, askthe child to'copy.it.

8. DRAWS PICTURE OF A BOY OR GIRL.(3 arts)

a. st - After giving the child apencil and'paper, can he draw apicture of a boy or- 4iil with 3or more parts to the picture?

9._ COP S SQUARE

a. Test After showing. the child howto make a picture of drawifig of asquare, can child'make a similardrawing?

10. 'DRAWS SQUARE

a. 'Test -Can the child copy asquare ,Zrcm the drawing with,-out.demonstration? .

-32-

3

A. WRITING SEQUENCE (cont.)

11. DRAWS ATICTURE OF A BOY OR GIRL,(6 parts)

4a. Test - Can the child draw a picture

of a-person whiCh includes 6or moreparts?

o.

-33-

qt)

\,

.0

...

Months

DEVELOPMENTAL

SEQUENCES.FOR INFANTS

612

18

24

30

36

42

4.8

54

60

FINEM VEMENT

WRITI G SEQUENCE

2

Ids-e4Picture

of a Boy or Girl -(Six Parts)

10, Draws Squaf

8

Draws Pjcture of a Boy

Girl (Three Parts)

.7

Draws

(3 tries)

11,

9tCopies Square

6 t

to Longer Line (3, of

51Draw

Circle (3 trie,$)

4i

1

Makes Up and Down Lines

3

Scribble

with Paper and Pencil

Grasps with Thumb and Index .Finger,

Grasps with-F ngers

amis

moi

slim

mus

ixam

mum

ill11

1111

1111

1111

1111

1111

1111

1111

1111

1111

1011

1111

1111

1111

1111

1Um

mum

mam

mus

imlim

m12

18

24

30

36

PerOent of Infants Passing

25

50

75

90

248

154

60

CATEGOY II

FINE MOVEMENT

General Directions fo Coordinating Sequence Skills

B. COOR.ISINATI SEQUENCE,

1. H S 2 CUBES TOGETHER

a. Test - After_placing a, cube in eachhandrcarifhe child hit., the blocks,together in front of himself?

. 2. STACKS 2 CUBES

a. Test - After showing the childhow to stack blocks, can thechild put one block on anotherwithout the blocks falling?

3. EMPTIES MATERIAL FROM BOTTLEDEMONSTRATION

a. Test Can the child dump a raisin(or any other small object) out ofthe bottle after demonstration?

4. EMPTIES,MATERIAL FROM BOTTLE.SPONTANEOUSLY

. /

a., Test - Can the child dump theraisins out of a bottle withoutdemonstration?

e'

5.- STACKS 4 CUBES .: .

--..._...

7a. Test - Can the child stack 4 -

- blocks on top of one anotherwithout making them fall?

-35-

4

B. COORDINATION 'SEQUENCE (cont.).

7:4. RIDES TRICYCLEr

a: Test 7 Can the child pedal 10 feetor more on revel ground withouttoo much difficulty?

8. BUILDS BRIDGE OF BLOCKS 4-

a. Test - Can the child copy a blockbridge of 3 blocks irigfront ofhim?

5.

-3 6 "T

4J.

yc

41.

Moriths

0

fy

DEVELOPMENfAE1SEQUtOES-FOR INFANTS

-2

1.8.

242

5460

..

/

8 ,z

-;,

TIn MOVEMENT

'.BuIlds Brig

of Blocks

-.

._

...

..._

.

'tgoapINA

ON SEQUENCE,. -.7,

.:''

.

':

.

-g

.

-.

.--

.-

'Ride's Tricycle

I

-1, .

.,y;,y

, .4,,

s

..

- :;' f'

LI

S1

.. ,.'

?3"

.,.,.

* Stacks Eight., Cubes

1.,

-..,.

.,

.:

i

-Stacks Four Cubes

.

N.

..

1+t

,Empties Material froth Bottle

- Spontaneously

.,.

...,

3,

4

Empties Material

2

from Bottle - Demonstration

.Stckajw0 Cutes

- ,

-.-

.1,

4, S1...

....1

...4

Hats Two'Cube

together,

Imos

sim

umm

inum

inim

mai

nom

mas

milm

mis

mas

eum

aman

nim

12

1?.24

.30

.p6

42

A8

54

60

4't

Percent, of Infant's Passing

..

25 c..

50

'75

>90

.1/11j4J?

CATEGORY III. .

LANGUAGE.

General Ditec_tions',for Speech SeqUence,Skills

A. SPEECH SEQUENCE'.

1. USES "PA=PA (DA-DA)"

a. Test'- Does the child say da-da orpa-pa or ma-ma and know one fromthe other?

2. USES 3 OTHER WORDS

a. Test, - Does 'the child use 3 ormore other' words that identifyobjects, persons or actions?'

4 3. COMBINES WORDS ,

. i.

a. Test - Does the child say,f ormore words such as red ball andwant dririk?

4. SAYS FIRST

., a. Test - ,Does,the-chi/ 5ive hips,first name when ,a -ed?

6

5. NAMES PidTupEs, \OBJECTS °RI-PERSONS 4

'a. Test = ,Does the child coxrectlyname one or more pictUres of acat,; bird, dog,herse or man?

ti

-38-

C. '

s,

I .

A. SPEECH 'SEQUENCE qcont.)

6. USES PLURAL FORM

a. !Test -,Does the child namefingerl, 'toes, eyes, indicating.a use of the plural form?

7: SAYS FIRST AND LAST NAME

a. Test,- Does the child give his. . first and last name when asked?

8. KNOWS SIX OR MORE WORDS

a.--Test,- Does the child define 6Words in terms either of itsspecific use, structure, compo-Sition or 'classification, e,g.,house, a building, to live in,

- made of wood?

9. KNOWS WHAT THINGS ARE MADE OF

a. Test - Does thea spoon is madeplastic; a shoe

, or clothof441?

.. ,

- -t. ' -!-rz

6 ° . . ' . ,

."14.4.',. ,,,`"i'-' Abe 4:.,&

. .7 i*,,,, . ''P,,ff-'1

Nit ''' '''f' ' 'I ' ' '

3.

r ?$. ' '

childreply thatof metal, orof leather,

; and a door

-39-

\ 4 6

.

I

L.

Months

DEVELOPMENTAL SEQUENCES FOR

INFANTS'

'

12

18

439

342

4,8

-t

54'

60

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1mio

mm

imss

mom

mm

mom

mum

tam

mom

^14

9

Knows What Things Are Made Of

8

=Knows Six or More Words

7,

Says

First\lnidi

Last Name

61

;

Uses Plural Form

I1

'

Name's Picture, Objects or Persons

-

1

Says First Name

31

-

1

Combines Words

211I

Uses- T1-tree Other Words

it

.

Uses "Pa-Pa (Da'-Da)" or "M -Ma"

11

12

18

30

36


25

50

75

..

.

0

4

ItLANGUAGE

SPEEQH,SEQUENCE

42

0

48

54

1I

.

.

c

..../CATEGORY III

LANGUAGE.

*

General Direfctions for Comprehension Sequenbe.Skills

B.- COMPREHENSION SEQUENCE

1. .UNDERSTANDS NO

a. Test - Does the child usually obeywhen he is told No, Don't or Cannot?

2. parm TO BODY PARTS

a. Test - Does the child correctly pointto at ;east one body part such aseye,vhose, foot, etc..?

3. OBEYS DIRECTIONS

a: Test Does the chAd follow 2out of 3 directions,such as,put 1311 in box, put block ontable, give-me your shoes,etc.?

4. UNDERSTANDS COLD, TIRED, HUNGRY

a. Test - Does the ch1.14_give2_ot,___3 responses_:to questions'of.cold,tired or hungxy?

RECOGNIZES COLORS

26--<,

a. es - Doeg the.child','when asked,,

point. ick Up a, red block,a. blue block, a een block-andthen a yellow block?

-41--

46

r

B. comPREHENsION.SEQUENCE (cost.)

6. ,UNDERSTANDSPREPOSITIONS

C

a_ Test - Does, the chit Fien asked,place a block on the tabunder, the table, in front omommy `s chair and behind her cY air?

4.

7. UNDERSTANDS OPPOSITES,

a. Test - Does the Child give t.correct opposite in 2 of 3analogies, such.as: "nre i-hot,'ic6.iscold;" "a carsmall, 3a bus is big;," "Mam= is-----___a woman, Daddy is a man."

4,4,

a,

'

EM.

1-

J

o 4

N

\*:

-42-

4 rt)

ti

'DEVELOPMENTAL SEQUENCES FOR INFANTS

Months

12

.).B

24

3.

42'

454

'

alt

C:z

9

i

e....

s

1.

/

.%

-LANGUAGE

COMPREHENSION

SEQUENCE

71

1

.Understancth Opposites

6)

I

Understands prepo6itions

51 ,Recognizes Colors

4i

y4

1

-Understands "Cold;" ",Tired.f° "Hungry"

31

Obeys Directions

/2

e

Points to Body Parts

I

Understands "No

WiN

imin

imoi

lass

omm

inum

moo

mm

ilmos

maz

omm

oom

emis

sum

enes

inso

mun

som

omiu

min

imiim

illl1

1111

1111

1111

11'12

24

30

36

'

42

48'

54

61

Percent of Infan.PasSing

.25

50

75

80-

I.

CATEGORY IV

GROSS MOVEMENT

General Directions for Walking Sequence Skills

A. 'WALKING'SEQUENCE

WALKS HOLDING ON

a. Test Doe the child hold on tofurniture or crib And walk aroundit while holding on?

, .

2. STANDS ALONE 2 -3 SECONDS

a,. Test - Can the child_standalone 2-3 seconds withoutsupport?

STANDS WITHOUT SUPPORT - 10 SECONDS

a. Test:- Can the child stand 10 orsribre seconds without support?

4. BEND OVER AND PICKS UP OBJECT

a. Test - Can the child bend over,pick up a toy and return tostanding position all withoutsupport or touching floor ?,

5. WALKS WITHOUT FALLING -

a. Test - Can the child walk withgood balance without falling?

-44 -.

5

A. ;WALKiNG SEQUENCE '(cont.)

6. TAKES 2 OR 3 STEPS BACKWARD

a. Test - Can the child walk .backwardtwo or more steps?

7. WALKS UP-, STEPS WITH 'SOIN)RT

,a- Test Can the child walk upstairs with suppor of wall ,

or rail?

4

8. WALKS UP STEPS

a. Test - Can the child walk upstairs' without support?

9. WALKS DOWN STEPS WITH SUPPORT

IT

111

a. Test -Can the child walk doWn

ostairs

with support of a walla rail and some assistance?

_45.

5

Months

0

Nr.

DEVELOPNENTALSE"NCES

FOR INFANTS

18

24

136

4-

42

.54

61

Walksdown steps with Support

8_

rI

Walks Up Steps,

7f

r

Walks Up Steps with Support

61

11

.Takes Two or Three Steps Backward

5

Walks Without Falling

Ltil

It

Bends Over and Picks Up Object

31

IIt

'

Stands Without Support Ten Secqnds

'

it

tands Alone Two or Three Seconds

icl.ding On

GROSS MOVEMENT

WALKING ;'SEQUENCE

OM

. ME

ME

MM

UN

N M

MU

ME

ME

NN

INE

.12

18

24

30

36

42

48

'54'

60

.

...

Percent of infants Passing

25*

50

75

90

11

I.

-1

CATEGORY IV

GROSS MOVEMENT

`General Directions for Balancing Sequence Skills

E.. BALANCING SEQUENCE

1. JUMPS UPWARD WITH BOTH FEET.

la. Test - While the child is standing,can he.jump upward with both. feetwith support?

2. BALANCES ON'ONE FOOT - ONE SECOND

a. Test - While child.is standingask him to stand on one foot.Demonstrate if necessary. Nosupport is allowed child.

3. JUMPS A SHORT DISTANCE

a. Test - Can the child jump forward'with both feet at least 8 1/2 inches?

4. BALANCES ON ONE FOOT FIVE SECONDS

a. .Test - Can the child balance onone foot over 5 seconds in 2 of3 trials?

,.5. HOPS ON ONE FOOT

a. Test - Can the child hop on onefoot '2 or more consecutive timeseither in place or over a distance?

-47-

4

B. BALANCING SEQUENCE (cont.)

1' --

ir6. BALANCES ON ONE FOOT 10 SECONDS

E

Test - Can the child balance on-onefoot over 10 seconds in 2 of 3 trials?

7. WALKS REEL-TO-TOE

a. Test--=-Can the child place h'is heelapproximately one inch.pr less infront of his toe to proceed in astraight line for four or moreseconds?

-;

8. WALKS BACKWARD REEL-TO-TOE

Tet - Can the child place his toe oneinch or. Jess in back of his heel andwalk four oreffiote steps backward2

-48-

A

DEVELOPMENTAL SEQUENCES FOR INFANTS

Months

06

12

18

24

30

36

42

48

54

- 60

CAC'

r

G OSS MOVEMENT

B LANCING SEQUENCE

1

4k

8I

I-

Walk's Backward Heel-to-Toe

71

1

Walks Heel- to-Toe

61

i1

Balances on One Foot 10 seconds

51

11

Hops on One Foot

41.

1.

1

Balances on One. Foot 5 seconds

3I

Jumps a Short Distance

2p Balancps on One Fbot 1

second..

II

Jumps Upward With Both Feet

Hil t.t tit ti thiltiit ri 10firT-11-111oiri CFI 1111- Willi,

06

12

...

18

24

30

36

'42

854

60


,\

.

25

5.0

75

90

1i

.,

.

4

el

section IV

DEVELOPMENTAL' GUIDE

A. INTRODUCTION'

B. DEVELOPMENT FROM BIRTH TO 1.2 MONTHS

C. DEVELOPMENT' FROM 12 TO 24- MONTHS-

D! DEVELOPMENT FROM 24 TO 36 MONTHS

5 7

.1

A, IlqTRODUCTION

OsW

IV: DEVELOPMENTAL GUIDE

..

-SECTION FOUR CONSISTS OF A GUIDE FOR PARENTSIATITH VERY'

YOUNGICHTLEREN.

THE TilREE CBRON0fOGICAL-STAGES GIVE PARTIAL EMPHASIS

TO FIVE.MAJOR DEVELOPMENTAL CATEGORIES: GROSS AND FINE MOVE-

MENT, SENSORY AND PERCEPT(IAL, PERSONAL-SOCIAL, EMOTIONAL AND

,

LANGUAGE. PARENTS WILL HAVE TO TAKE INTO CONSIDERATION DIF-

FERENCES OF GROWTH AND DEVELOPMENT OF EACH*CHILD THEY HAVE,

HELPING THEM WITH CERTAIN SKILLS, MOTIVATING ACHIEVEMENT, AND

BEING AWARE OF THEIR NEEDS.

BY USING THIS GUIDEi TO CROSS-CHECK THE INVENTORY OF YOUR

CHILD, YOU WILL BE ABLE TO DECIDE WHETHER HE IS BELOW-OR ABOVE

- EXPECTATIONSA..!

-51-

.DEVELOPMENTAL GUIDE

FOR.

THREE CHRONOLOGICAL-STAGES OF INFANTS

(0. -3)

The folloWeing charts are f

be used as a guide for parents:

Emphases arte placed

on the physical, social and emotional developmentof infants within the ages of

birth to 36 months.

The varieties'of behavior among infants at any stage are most

noticeable and sequences 'vary with individual, infants.

,

DEVELOPMENT-TROWBIRTH TO 12 MONTHS"-,

Gross and Fine

-

MoVement

Development

Sensory and

-.

Perceptual,

DevelopMent

Personal and

Social

.

Development

Emolional ..'

Development .

Langbage%

Development

.°

Adjusts position

in crib, lifts

head.

Adapts posture on

the lap for com-

fort.

.

.

Turns to facili-

tate vision, hear

ing.

..

.

Lifts chestwith

supportfcif fore-

arms amdlor hands

Uses motor ex-

ploration, dis-

covery.

Remembers eiivi='

ronment, atten-

tive, looking.

L

Adapts' to space

and objects, by

vision, visually

explores and la-

miliaiization.

Recognizes ob-

jects, discrimi-

nates, selects.

Develops concept6

of familiar-ob-

ject constancy.

..

'

.

.Develops atten-.

tion toward c r-

taist pe.rsons,

mother, etc.

Maihtains atten-

tion'to mother,

Visual pursuit.

-'

Smiles socially

Receive§ and

shows pleasure

in mother.

,

_.

.-

Differentiates

miather.

.

.

,

.

Ditferentiat-eS.

sc"ry.

-

Frowns.

.-

.

Smiles.

.wih

.

Laughs.'

Shows delight.

.

Shows separ:a.tid

anxiety.-

,

masters separa-

tion -anxiety.

Evokes response

'

by active, aefec-

,;-

4,..-

--...

.,..-

4,4

...

Vocalizes.

..

,

Develops syllablbs.

.r.

.,

AssOciStes 96-s

battle',Ftc.,i,

--A

Turns to voi,ces.

- .w' .,

Imitates speech

.

sounds:

=

.,

Vocalizes .ec(Ig.et ...

plfiy, comfort;

help.

',

r.,-

.I

.

.-A

-.

-..-

Engag"es,in.4

,by,

talk."....

'',).

,-

,

0

n

DEVELOPMENT -FROM BIRTICTO-12 MONTHS (cont:)

Gross audFine,

Movement

Development

Throws away and

retri ves, loses,

find

,searches.

Reac

nisd

es Eor- ma-

ates,

tthrows.

Practices motor -

skills

,sits',

'

pivots, -rolls,

pulls self up.

Creeps.

Stands, steps

'

With support.

't

.Sensory and

Perceptual

Develo2ment

Explores by hand,

feeling, tracing,

expetinlenting

w,,i.th objects.

Personal and

Social

Development

Shows anxiety at

styangexs.

Differenlia-tes

responses to dif-

f erent pe'rsonk.

4,

,.,t

Emotional

Development-

'

Expresses

ggres-

sion to objects

through ht.nds and

body,.cOotrols

aggression.

Language

Development

_Differentiates

expressive

vocalization.

,44

p -

,1

DEVELOPMENT FROM 12 TO 24 MONTHS

t--

I

Gross and Fine

Movement

Develo ment

Develops smoother

locomotion.

Begins to run,

climb.

Bounces'on sofa,'

slides off.

Tries to walk

backward.

-Gets on top of or

under tables,

desks, beds,

climbs on kitchen

table.

Pulls wagon, car-

ries toys and

"loot" from one

place to ano.ther.

Blows bubbles

under water.

Tries two-legged,

jump,, somersaults

Sensory and

Perceptual

Develo ment

Plays contentedly

with toys./ for

thirty minutes or

more.

Persona

an

Social

Deielo merit

Exper

ents with

thing ±that make

nois s, sounds,

Exte ds range of

exploring, emp-

tie

kitchen cup-

boa ds, pokes

in o shelves and

.dr wers, pulls

ou

pots and paris

pu s small VI-kings

in o bigger

'

things.

Tears paper,'maga

zines.

Body sensitivity

increases, abdd-

men more senqi-

tive.

Learns to avoid

bumps. -

Plays at brushing,

hair.

Pulls off shoes;

socks; tries to

put on shirt,

sweater.

Explores mother's

hair, earrings,

giasses.

May be shy and

curious, yet in-

terested at the

same time; turns

partly ?.way.

May stare at

strangers.

Plays "peek -a-

boo.'",

Begins to feed

self, then wipes

face.

Is- pleased with

image in mirror.

'Emotional

Dovelo ment

Language

Develo ment

'Teases, pretend=

ing to `do the.

forbidden.

Has transitional

object:

dolls,

blarikets, etc.

develops triumph,

Blight,

in

achievement,

skills and in

making things s'

happen.

May protest, cry

in sharp'anger or

rage when

frustrated.

Delights in new-

ness, discovery.

Has.many expres-

sions, much af-

fection.

Manipalates situ-

ation b'y emotion-

al'display.

Responds eo ver.'''

bal'signAls.

,)

Uses verbal p)kay.

Uses different

words.

Names pictures.

Expresses wants.

Follows verbal

cues.

May increase vo-

cabulary rapidly.

May ask "What's;

that?" frequently.

Responds Lospic-

ture bookgame

with mother's

asking or showing.

Uses Words or

phrases plus

gestures to sum--

mon adults, and

wants to communi-

cate.

1

DEVELOPMENT FROM 12 TO-214MONTHS (cont.)

Gross a d Fine

Movem nt

.Devel pmen

Sensory and

Perceptual

Development'

Personal and

Social

Development

/Emotional

Development

.111

1111

1111

.011

11

Language

Development'

Rides a d steers

Learns to mas

tricycle.

many aspects

the envirdnm

Digs,

it

pails through obse

pots o

b tales

tion, explor

a

with s nd, seeds, trial-and-er

pebble

.Dumps

testing, problem

"Do it myself!

out-Sa d

solving.

Tries to bathe

Retains impulse

self.

in response to

Plays

musical

Enjoys rough

"No'"

toys.

housing,- tossing

Pats and hugs dog

games, being

or cat.

Piles a d knacks' thrown on the_ bed

down bl 'cks.

etc.

(

ter

Has wide range of

May still have

of

adult-child inter

intense separa-

stories.

nt

action. /

tion anxiety,,

'I

va-

followed 'by angry Imitates animal.

ng,

Develops acute

withdrawal at

sounds and car

or

sense/of autonomy: mother's return.

nOsgs.

1Hums, may sing.

Listens to simple

Leafs t rough

LOves to splash

mailord r cata-

in water and ex-

plore sensations

logs.

Arranges gradu-

ated rings.

Returns ball

'thrown%

Gives doll or

teddy bear rides.

Carrties- several-

objects at one

time.

of,water contac't.

Struggles to

master obstacles.

`44

Punches, slaps,

knocks down in-

truding'younger

children,

Understands.

more word4' and

,May cry or with-

ideas than he scan

draw from stang- express.

''ers if parents

are present.

Knows own body

parts.

Shows interest in

persons.

Imitates mother,

dresses up, copie

posture.

Controls otherl!,

giv-es ord.ers.

Tests, opposes,

resists adults'

when forced.

Runs to be picked

up,4cuddled;

Talks' with toy

grabs mother's or

father's leg in

hug.

Is affectionate,

likfs hugs, kis-

ses; cuddlin"g;

begins to give

love.

May show humor.

telephone.

Follows Simple

-directions.

flegins to under-

stand plurals.

,a

I

DEVELOPMENT FROM12 TO 24 MONTHS

collt.)

Gi.oss afid Fine.

Movellyent

Development

Sensory and

.Perceptual'

Development,

PersoDal and

.Social

k!

Development

-Emotional

Development

..

Language

Development

.

Likes

close

CoMbines

.play.

tWants

enjoys

_ s"

I.

.

to open

doors.:

toys

..

'variety,

walk.

.

.

-

N

-.

..

and

in . _

.

.

I '

le

.

. .

I

_

.

-7.4

,,,has

,

.

t/lakes selections,

,

preferences.

A Begins toclean

up own mess

1

At times may in-

_sist on privacy..

"Helps" mother

.

sweep and dust.

Becomes posses-

sive, makes a'

house òr a

0I

special place for

own, toys.

/

-'Z

t

Resents pressure,

constriction,

training,

.

Has intense posi-

tive and negative

affects.

ASense of self has

becomd intense.

.

'.'

.

t

I

.

/

-,

,

.

1

s

1

.

I ',

.

.

.

.

. r...

/ ...

,.

-1

1 I .

.,.

- .0

_ .

cn'

4

DEVELOPMENT FROM 24 TO 36 MONTHS

'Grbss and Fine

Movement

Develo ment

His great inter-

est in faucets,

light .switches,:

.door knobs, keys,

latches and toys,

that turn and

move,

HaMmers pegboards

Fits, puzzles,

takes apart, puts

parts together.

Likes means-ends

activity-moving

stool or box to

climb to higher

objects; explores

heights.

Expands motor

interests.

Is short - stepped;

gain constrained.

Has difficulty in

achieving a

circle.

'Sensory and

glerceptual

.Develo ment

.Personal and

Social

Development

Is more choosy,

has Ifallorite toys.

Still .touches and

explores objects.

Kimics living

things.

*I

LIkes to watch

-distant objects,

planes flying

;overhead, birds.

Creates dramatic

Okay, with simple

plots.

Asgociates

Rers,ns with

,

acCustomed.

places, roles; is

surpristS to

see

them in different

places.

Lays blocks

row; works at

problem of bridg-

ing.

Shows mother,

father achieve-

ments.

Explores clothes,

jewelry of adults.

Runs errands fo'r.

mother (gets mop,

etc.).

Likes to investi-

gate his peers;

pokes, pats, hits.

Stares, watches

others play.

Engages in soli-

tary and parallel

play.

Is gradually able

to let mother-

leave without

distress.

Decides between

independence and

interaction with

others.

Emotional

DevelopMent

Is less

disagree-

able.

Modulates beaming

smiles; whimpers

or whines.)'"

Wants goodnight

kiss.

Has periods of

uphe'aval temper

tantrums.

Shows increasing'

hUmor at sur-

.prises., harmless

accidents, animal

actions, tricks,

mis.takes; imitate

adults.

May be tender or/

aggressive in

/

turn to smaller

babies.

Needs and seeks

variety.'

Language.

Development

Has concSpts.

still ,general.

/Singe' songs.

Uses phrases, sim

ple sentences.

Counts:

."One,"

"twd."!

Enjoys rhymes,

chants.

Understands and

uses abstract

words like "high,"

"far," "heavy,"

"later."

Understands and

uses texture

words:

"soft,'

"hard," etc .

Talks about.

events.

I

Recognizes songs

and tunes.

t

4

Begins to master

slide, swing.

Marctes, claps to

music.

Experiments with

motor patterns.

Tries to turn and

twirl or walk on

tiptoe.

May use both

hands at once;

fingers still

work together.

.Walks backward,

.heel7toe.

4Draws, scribbles

with crayons.

,.-

DEV LOPMENT FROM 24 TO 36. MONTHS (cont.)

Sensory and

Perceptual

,Development

Enjoys roughhouse

with father, pig-

gy back rides,

marching games.

Personal and

Social

Development

Tries to.dress

self, works

dtV

1zippej-s;_may

very persistent.

_Shows off new

clothes, shoes.

Pulls at, tugs

clothes to get

undressej,

r

Plays out own

daily routines,

hi's intimate

experiences..

Plays with dolls

incressingly.

5

Emotional

Deyeloftelit

Resists sugges.-

tions at time,

accepts at other

times.

Acts' on choices;

performs prdpara-

tory steps to

carry out a plan.

May. still cling

to transitional

objects.

Knows narges of

neighbors and

where Whey live.

Uses verbal asso-

ciations with

/-

pictures.

LP

Identifies places

where things and

people belong.

Distinguishes

preptsitions.

Comprehends some

opposite anal-

ogies:

Gives fiist and

last names.

r

*Iv

4a,

section V

METHODS AND .STRATEGIES

A. INTRODUCTION

B. NAVE A POSITIVE APPROACH

C. GUIDELINES IN WORKING WITH CHILDREN

D. READING TIPS FOR PARENTS

E. VALUES OF BASIC SKILLS!

F. TEACHING STRATEGIES

66

4

V. METHOD'S AND ,3:TRATEGIES

, A. INTRODUCTION

THE AMOUNT OF TIME AND EFFORT PARENTS 6E WITH A

CHILD IS NOT AS IMPORTANT AS. THE QUALITY OF WORK DONE.°4

- LEARNING TO "TEACH" INFANTS OR YOUNG CHILDREN CAN 'BE 'EASILY

ACCOMPLIS D PROVIDED CERTAIN WAYS ARE USEDCONSISTENTLY.'-

HAVING INVENTORIED A CHILD FOR BEHAVIOR AND DEVELOP-

AL SKILLS, THE PARENT WNILL KNOW WHAT TO; "TEACH." THIS

IVES MANY SUGGEST DNS ON HOW TO PROCEED:

4

1 Rea carefully "Have A Positive Approach"-

and the uidelines in Working With Children."

2. Read aloud an alk with your child about

things he likes.

Va3. Study the "l

iues

of Basic Skills."

4. Learn about "Teaching Strategies" in the fou>,)

areas of a. child's program.

-60-

6

B. HAVE A POSITIVE APPROACH

The purpose of home educatiion is to aid the child in

obtaining a'positive outlook* for learning and living. A child

who experiences early success will want to continue learning.

OnIthe other hand, the child who fails repeatedly will stop

trying new things. He will be afraid of another failure.

Parents can help their children want to learn by pro-.

'viding them with successful ,beginnings. Praise the, child and

mean'iewhen'he does.something correctly. Tell him how.pleased" -

you are about his helps. Everyone likes to have his ego built. .146' ."

up.

Always begin with an easy activity that you know your

'child will be able to do well. After your child,has experi-

enced success, .then move on to somethingtharder. A child who

can't make circles can't be expected to draw assix-part man

or a dog. 2

%

When speaking to your child, make sure he knows what

you want. Instead of telling him, "Don't wri.te,on the wall,"

try saying, "We-use crayons on paper,,always:draw 6h,paper."

Rather than saying, "No, don't throw-sand:" tell Win to keep

the, sand on the groUrid. Tell him some things he can''ao wit

sand. (Example: build houses, roads and make a cake.)

By building up his good points', the child w l see him-

self in a positive light -- and that is what is Most important.

-61-

e

4

.tWIDgLINES' IN

y

C

ING,WITH ciatRiltri

.Teaciothe.ch ld real things. If you take ti

him how to'handle thatei'a4 and equiPment carefu4

-.be dapatde of far Yipre than xdprealize... .

When%youlwant to teach a a new Zctiv,

plan it out first as a'teaehing exercise. Bre

'small precise steps' such as: *.

1. Is the child interested in the acti

2. Be'Sides verbal o.-helped in learning, to learn? t.

1f

3. .Did you select specif4c' objectivchild to learn?

When teaching a very young child down your move-.

-

e to show

ly, he will

tY or skill,

k. it down into

itr atid why?

er.activity

you want the

.

t

Use'.-

'ments. e,as few words as Possible.- Aet your movements\ ..' ,'

guide the 'child's eyes to what hd\is to ,learn. (For ek'I.

mple,-

, . . ;, . . .

in teaching a child lioW to use scissors, show him how to pick.. 4

them up sfel, to hand them to .someone elte and to cut '\, . I ,

straight line, thinner lines, curves and'angles, and finally

on pictues:) , ..

The puipose of this type of teaching is riot fa-direct .

every move the child makes or to enforce your methods on him.,

,It is merely to give him a successful way of doing Something

he wants to osdo Urgently at, this stage APhis,life. He can 4o

it in other ways if he wishes, but at feast he will know,pne ,

sure Way that he can Count on.

-62-

6

I

.

`4

"Develop the art of letting the child do a. task-for

himself." "Any unnecessary aid is a hindrance, to learning."

"Give the child enough time to do a task without` hurrying.';

He usually works at a slower, more deliberate speed .than an

it adult, and needs to repeat activities often, even after:he

atTears to have mastered them. 'wt

Don't insist that the child try a new activity, until4.

-.,

yoU have mdtivated his interest. Don't always make him stick

aa l'arningtask whenhe strongly objects.

A child's responses and interests are the best guide'

.adults have as to the' level of readiness for learning. Trlis

technique is the parent's best protection against undesirable,. 4

pressuring and pushing. . 4

Make 'discipline interesting. whenever you cam, Say '''See

how quietly you can close the door." Or, "See if you cant.e ,t

spread the paint .a.11 the way to the edge of the paper."'.'.

Allow the child the feeling of satisfaction of having

done a jOb all by himself. Don't do over-any activity 'that

he has done while 4e is watching. If he Is not succeeding

O and is becoming frustrated, instead of continuing hii,efforts,. .

suggest a more simple, but related, game or proj ect that will.,;

ihelp him acquire the necessary skills.'

:Wheneyer you can, protect the chid from interruPtiOnS

while,he is concentrating on any activity,even if it'sedi!IS,'

p6intless and repetitious to you. His learning is work of

-63-

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,

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. , ,

.A . .. .., .

the higheSt importance and yOu should have respact 'for him

. . .\

1 ..

and what he is trying to do. It will much easier fork

you to teach him .respect for others and the'i'r

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-

D/ READING TIPS FOR PARENTS

At six months.of age, the child's basic language foundationbegins to_emerge as his powers.of attention and concentrationbegin to.develop. Parents enrich, prepare, deepen, enhanceand expand the world of books and reading at home. THERE ISREALLY NO EFFECTIVE SUBSTITUTE FOR READING A STORY..

1. From the earliest, a child should be "read to."Even before he understands the words,.he will derivejoy from the personal attention and the sounds ofyour voices.

Readinaloud is a very pergOnal experience. Sittingtogether in,a14161g chairlhelping turn pages, pointingout details in the illustra'ted picture books is timeconsuming for a busy parent, but it bringsresults.You don't have to read every day or for very long.

3. You will soon discover a difference in artistictaste. The illustrations may be more meaningfulto the child than td yOu.

4. Patents who find it difficult totread.can make upstories about the pictures in the book,.

5. Parents must not push or create undue stress fortheir child as he enters the world of books. A:reverence, for,booksishould.be taught concurrentlywith the toddler stage:

.

. Try not to rush. ATake time to examine the picturestogether. Have him sit on your left side and showhiM.how to turn pages carefully as you', read aloudto'hm:. Cardboard books help make it easier forlittle fingers. f,

.. .,

every7. In eVery phase and at every, reading stage-, stressthe fun andirjOyment Of reading,

.,,

! .

8. Don't be too ambitibus about pushing 'your childahead, you may only end. up tieating,fruStrations.

' d .

9. The child will discover shapes,,sizeS4 colors and,words.as you read iogether.' .

. 0

-65-

7

E. VALUES OF BASIC SKILLS

1. INDIVIDUAL-SOCIAL SKILLS

1

a

a. If parents provide attention and a rewarding presence,their children will'learn to like being with otherpeople.

b.-, An environment uthich'provideg the opportunity for lotsof hearing and doing will greatly benefit a child.'ssocial _development.

c. When parents provide a:social example,which,$$14arm4firm, and consistent, the child has a better chanceto develop a positive-self-image.

d. By exploring different roles (fireman, nurse, teacher)a.child,expresses himself and gets a deeper under-

. standing'of himself

e.eV

Responsibility in the home gives a child:a 'sense ofworth'and,value, Makeillim feel needed and it7giVes him a place.iri the family unit. '

f. Playing 'with other children helps a child-to learncooperati7 y.

g., When'a child leavli to dp things' for himself hp Feelspride. 'Being aple to help himself makes him feelgood about'himself.

h. When a child joins 'a group ins-playing and taking '.turns, or when he,playg alcine,*he is learning to

' find answers and overcome-conflicts, anxietiesi'fears,

and cori-ftision. .-. ,

. '. . ... .

- -

2. FINE MOVEMENT SKILLS.

,

,)a. Every child has a desire to create and to express

himself. Art gives them this opportunity to ex-, press themselves and to explore their own minds..

: ...

.

b.. 4r-thelps the child evelop his on ideas., fre*Candigcover on his own new and unenpected relationships..By bui'lding,and drawing he can learn to solve prob-lems on his own.

11

-66-

'7 rJ

'4.1-

c. Babies learn by shakingv grabbing; twisting, anddropping 'objects'. The only way they can learn atthat age is through testing andObserving what'happens. When they do this often enough they reachconclusion's. This -is creative learning:

d. Self-expression (with pencil, paints, blocks, clay)helps a child to develop those qualities of per-sonality which make him different from anyone else.

e. Art offers freedom which lets the child react andshow how he feels and thinks. It allows for per-sonal, creative expression.

" Touching and Leglincy.--. awareness of differept',textures, weightS/ and temperatures. Feeling-isa means of discovery about the world'around us.

g. Building with blocks helps a child test and,learnthe limits of a situation. It also heips,him tolearn to control his movements, 4nd to use'hisiinagfnation. a

31 'LANGUAGE SKILLS . /,?;:-

..,a, In order to-think'and develop ideas we must .have. \ -

, t

words and be able to put them together to form / i'4,.,.,

thoughts. We-also need words to communicate ourthoughts t6 someone else. . ...

; -

. ,Talkinig.'to a child and reeding to him offer'him ,

practice in tche complicated procesS of developingspeech. - A . S. .

, ,1

c, Babbling and guoglihq .give a baby practice at makingsounds which make up language and give his speech ,

muscles exercise. He e joys listening-td his voicebecause it gives him a e se of achievement. 4

d. The amount of oral self-expression a child gets maymake the important difference between later successor failure,in schOol. and in life.

e. Children learn speech through imitating their mother,father/ and others who hre around them often. Ifthe models they have are correct, clear, -frequent,and slow, they will learn to Speak correctly and will'enjoy speaking.,

-67-

'7 at

f. Talking helps a child to become aware of hirds'elf,

g Excursions, trips, new,exPeriences'and "pretending"all provide the opportunity fpr new language and.concept deVelopment.

h' .. .

. Listening to what your child has to say and anslier,..fng his.guestions will encourage -him to speak more.When he learn,that heis an object of interest andpride he begins to feel that he is a worthwhile per,-son.,* He grows to have positive attitudes and he is:-happy. , ,

i .

. . Learning his min name helps a-child realize he isa separate and important person. It helps establishself-confidence. ,

Language leads to revelation of feelings and emotions.When a child can express his feelings_it gives him ,

release from emotional tention. This aids in per-sonal and social adjustment.

k. Language gives a child the tools for developing asatisfying self-image.

4. GROSS MOVEMENT SKILLS ,

4

a. MoveMent Offers exercise needed to maintain goodmuscle tone which is needed for good posture and,good health.

b. .Exercise can prevent the development of some heartproblems which may occur.

c. Physical development °is closely related tb social,emotional, and intellectual development.,

d.' Crawling and balancing help develop parts of thebrain which will be used later in reading..

.

e. Physical activities provide opportunities for chil-,dr -en to express themselves.

f. Rhythmics,give the opportunity fbr exercise andmuscle control, and also are an outlet for creativeexpression A child can express his ideas, feel-ings, and imagination through rhythMicmoNzement.Mubic of different speeds and sounds.help.him. tofind rhythmic and creative movement.

g. Rhythm's teach bodysmanipul4ion and coordination.:

t4

a

T: TEACHING STRATEGIES

1. INDIVIDJJAL- SOCIAL STRATEGIES

a. Play children's music records as a good way to createmoods for relaxing,- games, reading and many otheractivities. Play records for backgrouhd music when-ever possible.

b. When learning and playing games, let other" childrenin the family encourage the child to try new things.A child will want to. try and imitate another childmore than an adult or tutor.

c. Children will touch, taste, smell and see for them-selves if given time to do so. Too often adults dotoo much telling, directing and demanding. Childrenwill often think things out for themselves.

d'. Children need much praise and encouragement wheneverthey try to help themselves or others. Statementssuch as "Lock what-you-haVe-dont-all by. yourself",or, "You are a big boy," will make them feel success-ful.

e. Frequently ask. the child how he would like to help,you.- Give him a choice'such as putting the news-papers together, setting the table, playing with thebaby, etc.

f. A good way toteach objects to the child is to placethem nearby so he can discover the use of the object.Then he will handlest.see,,touch and even taste it.

.

g. When al parent must leare his child;. even for a fewhours, be sure to tell him. you will be away. Also,tell him who'will be staying with him and some ofthe things he will enjoy doing with. that person.

-69-

FINE'NOV.MEN STRATEGIES.

a. It-is impchild to see,mouth or squeeze.touch and feel method.

have a number of objects for the'dle, and even 'put ìnto his

skis .v.,e,..rs other objects by thealso becomes aware of

different textures, sizes, shapes and- weights.,_

b. Scribbling is one of the earliest means of non-veexpression. Have plenty of paper and a dark crayon.to give the child, then opportunity to expressself and create. Do not give him too much direction. ,

c. To 1 am tracing Or-copying, have the child trace hishand or foot or other prepared shapes.

d. Let the child express himself even though you wanthim to copy an object. Talking while he works helpsgive him confidence as he draws lines, circles,squares or just scribbles.

e. ShoW the child different things such as (a) shortand large sticks of uncooked spaghdtti, (b) circlessuch as a coin,' a button, etc.; (c) squares such asboxes, rugs or bloCks.

f. In all activities encourage your Child to tell you .

how he fedls and thinks. arawinl provides opportun-ities td learn that people think and feel differentlyabout the same things.

g. Encourage your Child to try out many activities him-se4f withbut too much directio from the tutor orperson with him. Let him fant size play and createhis own ideas,' things and movement.

3. LANGUAGE VOCABULARY STRATEGIES x."

a. Talking in the order -of sayi g, naming and conver-sation are thefundameritals f speech. Talk'tochildren at an early aid because children understandspeech before they speak thdmselves. Speech devel-ops slowly in children,who are mainly in contactwith other children.

'7

b. Children who have been helped or encouraged by Aiparents to speak have more capacity for or interestin listening. They can express their own ideas ortalk with other children.

c. Children learn to speak through imitation or,rein-forcement of meaningful sounds from family members.A child depends on'the,"VOlume and quality of sounds.He gets meaning by what hp hears', so. speak slowly,clearly, and in short sentences.

large familywhere the homeVis crowdedand noisy, usually learns to tune out speech unless'it is a command or direct phrase to him. In this

'way the child does.not learn to listen,or respondto listening.

e. When a child becomes interested or likes to makevarious noises, he is.ready fok-music,'records-45r. any other types of soft sounds.#He becomes. interested in making rhythmic sounds

. with a rattle, sticks; blocks, etc.

g-

Children really enjoy and benefit from listeningto stories, when you' make the, sounds of the animals,equipment or persons in the story. For very youngchildren; use the large pictures and show them tohim every day for a few moments. Make thd soundsof each thing and say, "This is aWhen the child tries to imitate the,sounds,tgiVehim encouragement and praise,

Telling the child traditional fairy stories andstories with imaginative aspedts providp.much joyand learning. it giveS him an opportunity forimagination as well as learning about the worldaround him. When the child is old enough, havehim repeat your stories and help him if needed.'

The way you introduce books to your Child is moreimportant than the book itself. First, you'shoala'like the book yourself. Second, the book.shouldbe interesting to you. Third, read the book withyou own enthusiasm for the book. Fourth, thechild will'sense your interest and like the book.Fifth, show and talk about the pictures.

i. In ading to children, allow theM to try out the,descri movements in the story. It 'will deepen'and enrich ir,real life.

-71-

v

.6

Give your child a chance to select the kind of booksor booklets he likes. ,Ask him.to select his favoritebook or books: Talk to him about( his choice. If hedoesn't have any ideas about which book he'likes,suggest things like,animals, rockets, cars, dolls',cowboys, etc. Give him time to think about his choiccand encourage "some response. Make weekly or bi- .

weekly trips to your public library. Make the occasion- a;special outing for your child. Take advantage oftheir weekly story time.

k. In looking at 4 book; or reading it, sit down to-gether with the-.--childNon your left side so he can turnthe pages. As you look through the book, let the child

. point out objects he knows or wants to know about.SometimeS Au point to a possible known object and:ask,' ?What is this?'' Do not be in la hurry to tellhim if he doesn't respond right away. Give him timeto think*

1% In the-child's second yeOn'he becomes most curious'and wants to understand the how of things, people'4nd places. He will ask many questions of all- types'.

,,-.44w He may ,not care about answerS,' but he wants to ask"He.examines,' explores, and creates his

own:faneasfes which are the result of ideas, things,'

- speech and movement.

,,,c1. GROSS. MOVEMENT STRATEGIES

. a% Each child learns to walk at his own speed. Making,.

him walk before his leg muscles can support hismovement is not recommended.-.

b. Many.activities should be tried to help the childgain confidence in standing, picking up objects;''walking up and down steps and running:' ,In 411 sit-,

ffi ouations keep the child.fro activities or hard sur=faces that could prove harmful if he falls. Animportant point to remember is to have him Maintainconfidence and desire to keep on trying.

c. Gross movement skills offer a.development of courageor timidity, satisfy curiosities and develop muscles.

d. Rhythmic activities. give an opportunity for musclecontrol and imaginative' movement at the same time:

e. Rhythms teach body.manipulation,and coordination.

-72-

f. Pretending to be a.ct, dog, bunny rabbit,,or othersmall animals helps.in balance and various movementresponses. .

g. Insistence upon the use of, the right hand over theleft hand may cause tensions, especially if there is

-, an indication of emotional resistance.

az

h. Jumping, hopping and running need to be encouragedamong childreri to prevent some heart problemswhich sometimes begin in early childhood accordingto cardiologists. .

0

Ito

4'

1

section VI.

ROGRESS-REPORTS

. A, INTRODUCTION

B, PROGRESS REPORT ON PARENT

C MONTHLY PROGRESS REPORT ON CHILD

,

g

I

N

VI. PROGRESS REPORTS'

A. INTRODUCTION

4

ONE AREA THAT IS GENERALLY NEGLECTED IN.PRESCHOOL-

EDUCATION PRPGRAMS IS RECORD KEEPING OFgHE PROGRESS OF PARENTS

AND CHILDREN. IN THIS SECTION, THE PARENT WILL FIND AN EASY

AND QUICK MONTHLY CHECK LIST ON HIS OR HER PROGRESS AND-A CHART

FOR THE MONTHLY PROGRESS REPORT ON HER CHILD.

ARRANGE TO TAKE TIME TO DO A MONTHLY EVALUATION OF

CIANGES MADE, IN THE CHILD, THE HOME AND YOURSE

PARENTS LEARN FROM CHILDREN,CHILDREN LEARN FROM PARENTS,CHILDREN LEARN FROM OTHER CHILDREN,

HUSBANDS LEARN FROM WIVES,WIVES LEARN_ FROM HUSBANDS,

SO, LOVE AND LEARN.

- 75-

-f

.1

B. PROGRESS' REPORAION PARENTS .

4:.

This rating fon\ is to be used monthly by the-parent: *Rabe

tegch category by selecting one of the numbers, 1 to 10.. 4-laceyour score in, the appropriatre monthly column. Number 1 in-

,

dicaths a Jow rating while-number 10 is the highest rating. .'

Write a commentstifying_the_reason for_a_lo_rati.na, Use-_the same score sheet each month to record progress.

`

_.

,

1. POSZtIVE ATTITUDE TOWARD "TEACHING" 1 2 3 A 5 6.7 8 9 10

2t INCREASED AMOUNT OF TIME READINGALOUb TO 'CHILD '

01 2'3 4-5 6

.

7.8 9 10

3. BECOMING MORE VERBAL WITH CHILD 1 2 3 4.5 6 7 8 9 10 v

I .

4. IMPROVED IN LEARNING ABOUT -

CHILD GROWTH AND DEVELOPMENT t a 2 3 A 5 6 7 8 9' 10 ,

5. USED SOME OF YOUR OWN IDEAS INWORKING WITH CHILD' - . 1'2 3 4 5 6 7 8 9.10

%.

J. USED PRESCRIPTIVE ACTIVITIES FOR4lr' TEACHING ASSIGNMENT -'

. ..

i

1 2',3 4 5 '"6 7 8 9

.

10

i -

.7. CARRIED OUT "TEACHING" °

' OBJECTIVES AS PLANNED.t..

.

1 2 3 4 5 6 7 8 9 10

8. MONTHLY POST-TESTING CHILD'S ,SKILLS"

1 2 3. 4 5 6 7 8 9 10

9. MORE RESOUVCEFUL'BY HAVING EDUCATIONALMATERIALS AFiOUND,HOME 1 2 3 4 5 6`P.7 .8 9 10 .

It

10.INCREASED YOUR "TEACHING" TIMEALLOTMENT WITH THE CHILD

m

1 2 3 4 6 6 7 8 9 10

11.41gCAM AWARE 0CHILD FROM A PL,NNED

PROGRESS OF.

PROGRAM 1 2 3 4 5 6 7 8 9 10

EL

12.POSITIVE ATTITUDE .---1,

PRESCHOOT, PROGRAM EVALUA ON- , ,

1 2 3 4,5 6 7 8 9 10

Y

MONTHLY SCORE SHEET

A

Date Started .

--.CAPP,GORIE'S ..=,MONTHLY SCORES .

.

. _

'1. Attitude on Teaching

J. F.,,M. A. 4. J. J. A. S. O. N. D.

,,

2. Reading Alo.ud ' .,

.3. Verbal, ,. . .

. : f

4.sGrowth-and Develop: ° -.'

. .

5. Using Qwn Ideas.

.4

..

'6 . Pfbscriptive 4'. , Activities

.

.

.

.

i.Planned TeachingObjectives

.

.

.

,

.

,

. ,

,

.

.,..

.

'8. Test;mg Child .

Monthly

.

.

.

.

e

.

Ed atiohalMa erials .

.

4

.

. .

.'5.--:

s

c .

10. Teaching Time. -.., .

11. Child's Progrbs .'

'12. *Attitude on.; Progress

..

.

.

0

.

.

.

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1 5

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C. MONTHLY PROGRESS REPORT ON CHILD

.."-

/,. , .

SCORE ..SHEET.

1

Date Started

,ayrEcoTEs . SEQUENCES MONTHLY SCORE

INDIVIDUAL-,. SOCIAL'

2

M J. J.AS O N D.

'Social-(7Y

.'"T.

..-.,.

'Individual'(8).

.

FINE.MOVE='MENT

Writing (11).

Coordi- ,

nation (23

.

.

.

LANGUAGE

'

Speech (9).

-Comprehen-qinn (7)

- .- A

. .

GROSS.'MOVEMENT

'

,

Walking (9), .

.

Balatcing(8)

*vim

.

.

.

.

:-.-

.

4.

VOCABULARY

.

.

English -

.

*/ (P C,

Spanish ",

'''Other

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8 31.

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DEVELOPMENTAL

SEQUENCES

F9.11 INFANTS

u.2 : 1 O N T I I S

-

L I

I

12

124

I1

30

J36

-

412

481.

`54.

60

-tite1 11)1

I 1

1I

11

11

I1

11

11

111 (1,111111111 1 tit

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.

-

4,

7 T

I.

Separates from mother

61

1

Plays games 'with other children

5 i

1

helps at home

'4

1.t

II

1

Pretends doing household chores

SOCIAL SEQUENCE -,

.

.-

3

.Makes wants known

2

Plays-ball with another person

Plays games

11,

,f'=

S

7

1Drinks from

cup

61

Puti on and takes off his clothes with,supervisidn"

51

1-

'

11

doe

'-

-

Puts on own garment

.

°-

,

4,-

4.

41

-1

'

11

%.

'washes & ,dries hands withbut help

81

.t

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.

.Puts on and takes off his clOthes

.

71

i

-I

ButtOnsi up shirt, ,sweater or%. toat

-

.-

iI

1it

'.

--

Takes oh gIrMent.,

Feeds himself

o

INDIVIDUAL

SEQUENCE

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60

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4DEVELOPMENTAL SEOENCES FOR INFANTS

12

18

24

.10

36

42

48

54

'60

r

MONTHS 0

'

o°

1

`1 IF I

I

Draws picture of boy or:girl-6 parts

,10

_Draws a square

91

11

.

Copies a square

8i

.Drawa picture ofAtoy/giri - 3 parts

WRITING'SEQUENCE

7 1

11

1

Draws a + (3 tries)

6

vezTrzrTI'Epointstolotmorj

..

51

a

.

4 1

Drawsa ciic1 a-713 tries)

i

AAnd

-.

makes up A

nOwn lines

..

31i

.'- 4

'

J'

.'

2Scribbles with paper and pencil

.

ViTaT)77With thumb and index finger

11 Li

urasps with

fingers'

81

.BoiLds bridge of blocks'

RideStricycie':-

61

-

r.

Stacks eight cubes

1

5 -I

i,

1

COORDINATION SEQUENCE

Stacks four-ctubes

,,

v .

4 1

1

xlit

1

Empties materials from bottle' - Spontaneously

'

,

'T

11

I

'

I

Empties materials,from bottle

demonstration

2 Stacis

ttw

1)c bes

1Himts two cubes,together

iij

6-

1/

18

24

30

36

-42

Itiiiitill,

'48

54

.

60

r

0-

--

MONTHS 0

1SEVELOPMENTAL. SEQUENdES F011 INFAilTS

6. -

12

18

24'

30

36

'42

48

54

60

9Knows what things are mat

8Knows six or more words

',.

,..

Says first' and last name

,6l

I4

L.t.

,

,-

0.;.

Wes plural torn

.

.

Ii

.I

I.

3NamesipictbreS, objects or, persons'

.

-1

co-1

4

2

4 t

...

,'..

.A1

.

says

first

name

-

3.

I'a

t

41

.SPEECH SEQyENCE

'Combines words

.y

1 LL

Uses three other words'

-L...-N2

:Uses Pa-Pa, Da -Da.or Ma-Ma

Cr t

'1Understands-opposites (2.df 3)

61

1i,

1

Understands three' prepositions

AV

COMPREHENSION

-:

54

I

Comprehends.colors

:.

4 i'

,a_

a

Qt

;'1,;

.4

Understands "cold,"

.3

,,..,,

,

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tbeyedi

eiona

.,

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/Points

to a

tocly pin:-:'

I

1.(--v-J*

Understands "No"

:112

"tired,',"hungry"

e

18

.24

'30

36

4248

54

60

, 01zo M'

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VI

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12 '

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Wal

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Tak

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bac

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alks

with

out f

allin

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EN

CE

0

BA

LA

NC

ING

SE

QU

EN

CE

3

Wal

ks _

back

war

d he

el-t

o-to

e

'Wal

ks h

eel-

to-t

oe6

Bal

ance

s on

one

'foo

t - 1

0 se

cond

s5

f.

Hop

s, o

n on

e, f

oot

41.

Bal

ance

s on

one

foo

t -5

seco

nds

.I

1

Jum

p' a

sho

rt d

ista

nce

'-4

Bal

ance

s; o

n,on

e fo

ot -

one

1I

_._.

tJu

mps

upW

ard

with

bot

h fe

et

seco

nd

11

1111

.111

1'11

1111

111i

1111

1111

1111

1111

1111

1111

.111

1111

111.

1111

1r,

612

2430

36-

42-4

854

6

C

I

6

section VII

CUMULATIVE. VOCABULARY-.

A, INTRODUCTION'

CUMULATIVE VOCABULARY.CHEC.K.LIST

I so

rU

Ob.

/

e

VII, CUMULATIVE VOCABULARY

I

GENERAL DIRECTIONS FOR_CHECKING VOCABULARY GROWTH

4

A. INTRODUCTION

:TtieSmith Vocabulary Expectancy Scale shows a develop- .

mental patt:On of. standardized numbers of words used by

children at specified'age levels. This is the average-size

of oral- vocabularies of Children from 8 months to 60 months.

A comparisOn of a chIldts total vocabulary with the chart

will give indication of program succ'es. 'A cumulative

vocabulary chick -list, containing. approximately 1,500 words

has been alphabetically arranged for convenient checking and. 1

wording for mothers or aides. This. list is.aiso designed. .

to keep a chronological record of. vocabulary development.

e .

: ... . 0t ... I4

6 t4 .4 4 . 1. te

. . i . ... v..

0 14 1iv ! .1 ; ' `1,. ., .

e .1 .,...', ..

. I..

4... L., . ' .141' ,

- ... - .... . ,... 847 . 1'. ., .. . - .

.. ....

Aro, ,* ..,S ' 0 .., s .

A.. '%.f. , .. I

.

. 91 , . . . . 4.

.

.

4..., . , ... ,

I . / , '. . . o, 11. . .1 L ? I

..

IA' t. .

.. .* .. , ... ' e-t----, 7.. ! N-.... I . ;4

t. ...

. AS I . ''' f . il . %\ l' .. : .. %.

Y ....e ' , , I 1 . .. -s . 4

1 0.1

0 0 0 00 0 0 0a

0 0 0 ,. ,. 4. 0 0 am ,. 0 0 0 00 ,,. 0 4. ,. ,. 4No 0 0 ,. 0 0 0 0

,. a.

'1. 1 1111111111P 11111

.. 11111111111111111111111

11111111111111111111111111111111.

111111111111111111111111111111111111

1111111111111111111111111111111111111

111111111111111111111111111111111MIMI 111M1111111111111111111111101

11111111 11111111111111111111111111111

IIMULEMIIIIIIII11111111111111111111111111111111111101111111111111

. -_85._.

'.... 'N 9.r)

.r

CUMULATIVE VOCABULARY CHECK LIST

CHZY.D , AGE 5

-ADDRESS DATE

CITY

No. WORDS- . CHECK Mo. 'No. WORDS- CHECK MO.

Understood Yr; understood

/ and Used ,:and Used

A

1 'a2 able

3 about4' .above5 accident6 . across7- act

8 add:

olowitommt

' 9 addresi .

10 aft/aid

11' again12 age

13 agree14-- ahead15 air,

16 airplane17 alike18

' 19 alley20' alligator21 along-22 .always23 .am

24 ambulance25 amongV) amount

27°' an28 and .

'2,9 angel30 angle31 angry,

32 animal'

33 another34 answer

35 , ant36 any/37' anymore

atimpitt.toom

4."'"'"'"

/

11tON=1.111M,IIMIM

aomplootomo.

5

38

3940

'4142

43'4,4

45

46

4748

49

50

51,

52

53

5455

56

57'58

59

*60

61 ,

62.

63

anythingappleapricot.,

arch,are

arguearmaroundarrowart

.artiehokeashaskasleepat

àttain:7

aunt:automobile-.

*wayawful

(11(

64

65

baby.

back,

66 backward

67 bacon

68 bad.

.69 badge

-

71 .bake

72 balance

41/NOWIMI=Ogt

r''1.4drt

....160

0

..4.41

.

,

; r

-86- .

9 us.

.

'

4 P

0

, ... - \

Cumulative Vocabuiary Check List (cont.)NoI

No. WORDS= -.Undeidtood

,..

and Used-.

-''.

. CHEq146.,,-',..---_-- '..yr;

No., WORDS -[

Understoodand Used

CHECK Mo.Yr.

.

'1

-

-

.

.

,.

',

'

'

.

73 ball74 ballet,75 balloon76 banana77 'band -..' `."

78 bandage,79 bang80 bank81. barber82 .bare

83 bark' 84 -barn

85 -base

86 1;4386,811

87 basket.;

88 bat '.

89 bath90 bathroom91 be92 beach93 bead

94 bean95 . ,bear

96 beard97 bee98 beep99 I.bed

: 100 befo101 beg

,102 begin103 behave,104' behind105 bell,

406. .14.11y107 ' belt',

108 bend109 berry.,

110 bed4de11r bes't.

112 between _

,11,3 bet

114 bicycle.145 .,, big'

116 bike117' '.6ing '

ns. binoculars

.119. bird,

120 birdday

.,..

.

-

.

,

.,

..

..;

121

122

123

124

125

126

127

128

129

13d "'

131

132.

.133

134

, 135

136

137

138139.140

141

142

143

144

145

146

147

- 148

149 '150

,151

' 452151154

155

156

157

158 .

159

160

, 161'

162

163'164

4; 165

166164'

, 1684

biscuitbitbite --

blackblanketblessblindblock

., blood"

, blouse''.blow

blue- board .

boatbo

.dy

.,bone

, bookboOm

, boot .

bore '

bornbothbottle .bottombought '

bo*unce

bowl

.bow-wowboxboy

.

. brainbrave .,

breada /

break-

breakfastbrickbridgebright,

, 'tiring,

broad' jump

brokebroombrotherbrown

, brushbubble :

bucketbuckle ,

'

i

I-- _,------.--

-

_,,,

-r-----

'.....:-...._

..

-----:.-------

...."--..._._, .

.

,.------..

..----

..

...../..,

-*

--,

-------=-T-

,

.

. : .

. ..t'' ' ".

f."'"''

T'................ ........10

- , ...........L

. . .

-

9 it

,

/

- ivAt

OM,

Cumulative Vocabulary Check List (cont.)

No. WORDS-Understoodand Used

CHECK Mo.

Yt.

No. WORDS-Understoodand Uaed"'-.

CHECK Mo.. Yr.

C

°

.

,

169 bud,170 bug171 build -

172 bulb

173 bull

174 bump

175 bunny116 burn177 bus

178 bush

.179 busy

180 but

181 butter

182 butterfly183 buttOn184 buy.

.185 buzz

186 bye-bye187

.

.

.

$

.

.

.

.-

216

217218--219220

221

222223224,

225

226

22722822,9

230: 231

232233234235,

236'

237238239240241

2421 243., 244

245

246.

247248249250

251252

-., 253

254

'255256 '257

, 258259260261

a42 -'`26/3

'

.

,

'

castle__

catcatchcaterpillarcattleceilingcentcerealchair'chalkchasecheesecherrychestchicken

chiefchilli

childrenchilichimneychin .

chip y

chocolateqhop

ChristmasChurch

.

circle:Circus ,.

claii;

. class-claycleanclickcliffclimbclockclose.

clothclothesclowncluecoach .

coalcoat

cobwebcocoa

, coconut'.coffee

----

-

,

__--,

'___-, _---

188 . ----189 ., '

190 '

191

192 cabbage

193 caboose

194 cactus

195 cage

196 cake197 calf198 call

199 camel200 camera201. camp202 can.203:: candle

. 204 . candy° ,

2O5 canine,

/06 cannot

267 cap/.

208 capeule209 capttain .

210 car

211 card. '

212 care

2/3 carpet.

214 carrot

',215 , cash '

fl.,

'

.

$

....--.

.

,

----

,

-,.

1)----\----

----,

.-_-- , --.-...!.. ,-

.

----

.

...s.,--.t-.

-.---

.

4

t

62

. -88--

9J

Cumulative Vocabulary CheckList (cont.)'

No. WORDSUnderstoand Used

CHECK Mo. NO.

Yr.

264 cold265 color

266/ comb

267 combine,268 come269 community270 cone271 confine272 cook '

273 cookie4-

274 copy

275 corner276 cost

277 cot

278 couch279' could280 count

281 court282 cow

,..283 cowboy'284 crack285 cracker

286 crayon287 cream288 creek289 crib290 'cross

291 crow292 crown293 crumb

294 cry,

295 cup

296 ciipboard

297. cupcake.

298 curl299 curtain

300 curve

301 cut

302303304

111e.

'105

306*

307

308 da-da

309 daisye. 310 dance

WORDS-Understoand Used

CHE 'Mo.

Yr

311 dare

312 dark

313 dat

314 day

315 dead

6 dei0'

31 deer318 define

319 C delicious

321

dell

21

320den

322 dent

323 des

324 dev

325 dial

326 diaper

327 dictionary

328

329 different

330 'dig

331 dime

332 dinn r

333 dip

334 -direct

335 direction

336 dirt

337 dishes

3311. ditch

339 dive

340 do

341 octbr342 oes343 d.,g

344 611.

345 e.11ar

346 dinkey

347 o not348 oor349 ough

350 iot

'351 own352 ownward353 drag

354 --dragon

355 draw

356 dream

357 dress

358 drink

ii,

st

Vs

899r

.

' Cumulative Vocabulary 'Check 'List co

.

; No". WORD-- Undeistand Used -*

CHECK- Mo.Yr. .

-, . WORD '-' ' .

/, Unders toOd .

. and. '.1,scd

CHECK Zkv.: . ;yr :

.., -

'

_-

-

,

i

;

.

',

-.

'

.

''

,

.

, * .4.,

455' flat 1

456 ..f 1av4or457 flea

. 4:58 flip

.459 float

460 floor461- flop

462 flower.

.. 4.63 ,fluff _,,,

4'64 fly '`465 f otd-

.466' follow i4 fOod ..

6 foOl ,

469 foot

470' football-471' f ---'

4 -7 fork

,473' form"474 forward ,-

475 found .

47,6 fountain

477 four .. ;

478 fox

479 f,rank,

480 - 'free

481 fieeze 4

482 french c'''-:,-48.3 fresh484 friend ,,

485 . :fr ght

..486 frog

487 from.,488 front,

.-,4-8- frown .490. . *fruit494 fudge '. -1

492 -.` ,fullko

493 fun - .

4.94 ._--furiii el 1 ,

495 _ funny496 ' fur

. 497 furnace498 f ur ni h ute .499 fuss -,

500 fuiz

501 - ..

'''

,,-;

.

,

.

-

,

-..0

-

', .

504 , .-"---\---

.505'

_

)

,

,

..

,

.

.

'

.

.

4.

r ..

.

.

"

,

,

e

. -G '.

50,6 **- .a-in-,'507 _ gal

568 / gmnr1 .,

569 gene.

51,0 - garbage511 gard4ti

512 garment

'513- gad .-

514 'gas,oline

515_ , gate6 L, gave

,.517 gear..---

'518 germt 519 , get

520 ---gli-ost-, 521 guilt' 522- gift

523 '- f. giggle

524" giraffe ,

525 girl

520, giVe *.52r '` ogled

528 glass

529 glasses

530 globe

531 glove,532 glue

533, ,- gnir.

534 go ,535 goat

536 goggles

537 gold538 gone

539 good --:'

.540 goodbye541 - got

542 grab °.

543 .gr ape

544" grandma545 ' grandpa546 " - graWs

p47,, gray

s 548 green'

549, gri l'l550 grin551 , ground'.

,

.

. .

7---___...

f '-,,,-- ---7.7-

u

--'-'7--:

-- ----' __,__,-

.

.

.

7:1--r-

........._..,

-.--. _----.

...1.-,..- . ..,_ ..

. .

,

.

,

,..

,,

,-r-- ,---.

.,.

,...-.

. ,_ ,

...___,_

.

-...-- " ,

. '- -..-....,-..

.,---

----...,-

. ._-

*

.'

.

,.,, -,--,.

4 _,.;502: - . . --..--503 - f

,_,._.-

-----7-1.-.

..J......u ..............

-91--

93

ss

,

6

_

*.

No WORD-- Underst

and Used -

.

-..

CHECK- 14o. '--.Na.

Yr.WORD'-' ' .

.' Understood .

and, t,f F. ed

CHECK ,Z:to:. ;

: . ','!_r: -... -

.

--

",

4

. , * ...

flat ,-455.

456 Ilav4or457 flea

. 438 flip -

. 459 float

460 floor

' 461' ffop.462 plower

. < 463 fluff ,

4'64 fly :,___,_-

465 fotd"

466' follow4 food

68. fciol ,

469 foot

470 football-4

', 471' f '"'

4- fork473' form

':474 f orward A

, 475 found476 'fountain

,,-- 477 , four

478 fox

479 frank480' .free

-- 481 freeze482 french

-483 fresh,484 friend ,,

465 .:fr4ht.."486 'frog ,

487 from.

488. front,

:4-3-5 frown. 490. . fruit49 fudge

492 - ,full493 fun -..

494 ,_--fdriiie.-1

. 495 funny496 fur

.

497 furnace',' 498 furniture

499 fuss -.

500 ''fuzz

-501 -.-

4.,

1

.

.

,-

c"

,

--

-

..

-.

.

,.....-

,

.

-.._.:i,

.

.

.

..

..,

,*.

-;

..,

'

..

-G

.

,

.

.

-504

'

)

-

.

...

-

-

'

.

,

.

.

.

-,.......505'

,,-

' 50.6 ,,a in-

5'07'. -- gal

508 / gamy ,509 gang

51,0 - garbage

511 gare4n512 garment

513 Rix§ .514 .gas.oline

. .515 gate

gave.0

517 gear....----

'518 germ519 ,get520 -gicost - _

, 521 gi:aht

' 522- - gift

523 ''. giggle

'524' giraffe525 girl

.26 give , .

527-2 '' ogled

528 glais

529 glasses530 globe

531 - glovt,532 glue533 - -naT..534 . go ...

535 goat ,, .

536 goggles

537 aosord

538 gone ,

5-39' ' good.546- goodbye,541 . got

542 grab `543 .grape

544 grandma545 grandpa546 '' - grass

547 gray ,,

' 548 green'

549. grid' 550 grin551 . ground .

1 .

.. °.. , ,...... .

.-

. .

. .

----.....c -

.

. ..............4

.--i-';

........._, ....4- _-..

. ,,_-_-...._...- `

/ itI.. , ---

-

4t .

--.--...-..'

.-,-c----

. ,

.--4-...... ,

...._,-,

,.

. '.1

" --

'.....-_,--

-

. .

e

t :

-----:'4

.

'f. '.,502: - ''' . --...-5.03 -- .

,--,---- ., , . -----) -

*

-91--

93.

ss

.

'

.t

.

I

. ,

uiniSl at ilia *VOcabufary'Check Lis t (dont ; ).t

I P

No. ' ORD- ,

. . Understood'.

and Used

- atmc,,mo.'.Yr.

.N . ' , WORD- CHECK Mo... ,,

Understood . Yr.'. and Used , -

. ,552. group--. 553 grow'

554 ',gr. 05.41

555. , gt-Alnr - H

. 556 guess- 557- gum . .

..)58 sun559

-595 ill,.. r`. .7

.600

.; hippopotamus. 601 hi,s .-

602 .hit . I.,. 1,- .-603 ' .- hive .,

_,I. : - 604 .114

. 605 . 2 hold :-. .*

.....-.-- -606 hole- , , ,-

.560 _

, ;---; ,

607? . holes;561 1,.-;:e

---7-'_608 -home _ ,

/ 562 . 609-' 563z, -

,

."---. - ''',,,,610 :., ,- -hook .....

11. v,

564 hair -

, 5651 half-, ,

5666-7 hall -" ..

568 hamburger '.

` 569 ', 'hammer. .'>

. 570 hand . .

571. hang.,..,',. .572 happy" .. ,

,573 hard , '..' 5,74_,- has .. '525 hat

576 hate .

577 haue% 578 hay . .

'')'''' 579.- he '.,,' ".''' 580 head`

ssr heal: . ;" ' ...

'.582 lie-al-th,.1 ,hear

heart 4 .), .',.,,,

585 hest... ,, , -. 586 hestry, ; l

,587 hedge., .

. - 588 "be.el .

589, hell opfer - -t\--- 591 hello -' : , '... .: 591 help ,s-

'. -592 hen; :593 - her5'94 here `. -595 hi.596 'hid

.,J5:97 hide .* ,598 high

%.-., . . .

- .: 611 -hop -

: 612 ., -"hopehorn , ..t ...........,.., _613:

614 hOr,se "-.. ;

6i5 hospital -.

,_, .616'., , hot -

_.i.-.,...;-617 -hot dog , -:

-' , 618 hour , ,

615 house ---.-----_-.4.a....-.., 620 .: ,,....., housework

,--....... 6'2,1-'' ' ("awl., 622'. "huff .,-

-- , -623 . ,,,, l'itig. '. r, , .

.:r- ., , ,, 624. , hutnp.

""625 - - hungry--7r7 ...__.;._ ,...-. ..,626" .., , ' hulit. . , .

.

--,-'627'. hurry .. i . ,

. , ' -628 hurt' , ,

, 629- hush' -

,-63,0 but .

. 631 hydrant. . .

6.10---7.-----... -" - ..-,- '; .. 631 -

- -7

. __........'632. --L.633 .

,.

63/C . -. ,. ......-., " E;35, - --

'` ." 636, . -",,: ' '.'., .--,- - ,.,

,637 I...;---.

.

'' -',:638 'ice1 - -......;.__

4.i.., ...,.

-t39"' ice...pre --- . . .

640.. idea j.""''''.'-.';.. . 64 21-tf ` " '''..L- L.:_:"..:--1-.....

642 ill . . . , ,......,..., -.'

..,

'1 643 Ainiage -___.-

-,, . r - -,...

,

P

II

LI ,

t

`r

4

2- '

, z

-

,

f

4.A 'fa, A-

w "P.;1441a.tiiie VOcabulary Check List

..

4. ;

,1

,.:. WORD- . .

A Understood . A

and Used

PHEC .%

..

.

WORD- ,

Understoodand Used .-.

CHECY Mo.'r .

. 644' imitates

645. iMpossible '

%64fi in

647,' hinc

.,

648,' infant .. * .649 ,..j

66 O : ': Indian... 651 ink .,-- '

3, 5.2 nsect-652) inter .

,-654 iron ,'655 : is.,656' it... ,

. ff5-7 . itch. -6581,, . ..` (

.

.-'---

,

..

..

,

,

6906911692

'693

694694' 695'

'696

- 697698,699

700701702

-, 703.

704

705

707.

708709'

7'10

711-712

71

c' 714

715

716717

7187.49

720721_722

.'723

724725726'

'12.7

728729730731

732733734735

736

-

.

"

.

'

.,

,

'.

.

.

,

,

19id.,

gill ..kindking'kiss ',"k

kit '

'kitchenkite

kitty,

knee

knifeknock

know ,

.

.

,

.

.

I

.

h

.-A---,,---- -

`' ,,

- -.4..--'

......... -....:_. t

. . . ........_d_

.

.

,

:f 659 , .'.1

.. .

.,

661 - . _....662

*.lsee,..

lad

.lady, '.,ladder ..lake

ambathp 1

s .'1 plarge.

last

latelaugh ..law

lawn.

lay .lazyleaf ,

learn, ;

leatherleave

left

"leg

lemonlet .

letter,., .,library * '

1 ick / , '-,

...

: ,'J . .663 lackel. .

.664".. jail

665- jam. jar

',667 Saw .

668 ,jello. :669 jelly670 jerk671% jet

672 job

. 673 join,674 ' joke

. 675 joy676 juice677 jump678 jungle

, 679 junk -

. 680 just'

681

,. - 2.

.7,.

5...........5

. '. - .

,--e-

1.............. .......

;

......'

.._.- P t ........ .

.

682 ..

683' '.

, 684- ....._z_ . .....

685_ ... . , ' --. ,

K .686 -kangaroo

,687 keep

'688 ,:key-

689 -kick=

. .

...,........,

_-,,

........

.

.

A.

,

Q.

T

Cumultivel'ocab ary Check List (cont.).;

.

No. WORD-1Understoodand'Used

CHECK Mo.::Yr.

' No.

'

WORD-Understoodand Used

CHECK Mo.

Yr.

.

,

If

'.

I

737

738739740741

742743

'.

744"

745746746748

0949750751

/524.753

754755756_757

758759-760

761

'-762

763764

F 765.

766

767- 768

769

770'

771

772

773

774775

776

' 777778779780

' 781

782

783

lid

lie

life-lift

light

lightninglike

liner-- -.-.-

lion .

lip .

listeri

lit

little .

live

locklocomotivelog

lollipopslong

.lose

lostlot

loud '

'love

low .

4 lower

lunchti

luck,

1.

!

,

,

a

.

.

I

.

.

.

,

/

,

/

--

784

785'

786 '

787

788

789

790-

791792

79379495

79679i

798

799 .

boo801802

803804

805806807

808809810811.812 ,

813814815

816 .'

817

818

819820821822

823824

825826--

827828829830.831- ',

0

(

maskmat .

m:' m be

meme 1de nmet

. .meltmenmeow ,

merry

Almmetalmiddlemight,

milkmineminute '.

.k

mirror

,miss

mistermittenmix

' moonymoneymonk

.4Imonkeymonster

. .

monthmoomoonmop

,

moremorningmostmother

. motormotorcyclemountainmousemouth i

'move .

movie'mqw. much

mild

Muffin

..

----

'.

.

----.1, ----

- --A--

--....----r-..

.

.

..,--....-_--

.-.........

.

.

--%..-

----.?-,

----.

_

4_-,...- ......----- -- -----

A. ,1.1. ---4, ----

..----

,

----,---

'machine t.madmadeMama icmakma

man '

many '%.

map-.marble .

mark

.1,

---------,

.

.-

.

.. . . .----

'.' 'AmmrIONIwo viNftlm

' ---- ----..

7

..................

4

a.

-

Cumulative Vocabdlary Check List (cont.)

No. WORDS,Understoodand Used

CHECK Mb. .

Yr.

_..1

No. WORDS-, CHECK Mo.

. Uriderstop4' Yr..

and Wed, _

ti

832 mug , 0

833 mule .878 .obey

834 mumps 87? oceab.

835', muscle ,,-X880 odd,'

.. -t36 music 1881 of --4....

-882s- o4f

883 oifice884 officer885 often ,

886 okay887,' oil

888 old..

837 'must.

838 my

839 ---'------4840

-----c--,841 .

842843 -__- ....L.._

mil,

889 on

N 890 one

891 open

844 nail . 892 opposite

845 name 8'93 oral.-.......

846 nap 894 orange

847 napkin-. 895 order

848 near 896-'other

849.'-ne4 897 ouch..-

898 our

899 our900 outside

901 outdoors

850 'neck

851 need.'r---

852 needle i =4853 neighbor

1354 nest-_

855 net

85.6 never.....--

....--

857 new ,

858 next

65? nice'

860 -ni$ht '.........:.,-,.. -.861 nine862 no863 ,'noise

902. oven,..

903 over

9.464 owe

905 .owl906 own907 ox908 '

909'

910 .....1.911

.E64-4'noodle 912

865 north866 nose

867 not868 nothing869 now870 number871 nurse

872 nit873 0.

874875876 .

877

P.

913 Nie(

914 package915 page,

916 pail917 paint'

-918 pair

919 pajamas

920 palm9i1 pan922 pancake

"923 pants .

ownimmmim.

c-95-

102

Y

Cumulative VocabularyCheck List (cont.)

NO. WORDS-, :-

/ UnderstoOd,and Used

CHECK Mo.'' Yr.

.:.

No. WORDS-

. Understoodand...Xsed

CHECK Mo.

. Irr.

924 -papa925 paper. ''.

926 .parachute ,,

927---pfrade .

928, par .

929: parrot-930 art931 pas.

-932 pat

933 pat-a-cake

934 path

935 pavement936 .'paw .

937 pay' ,i

938 -peace

939 peach --.

940 peal941 peanut-butter942 pear

943 pebble.

944 peck

945 peddle

946 'peek947 peek-a-boo ./."---,

948 peck.

94e peep ..

974 Olt

975 plage

976 plan, 977 p lane ,.

978 . plant -

,979 plastic '

..980 plate981 play

'982 please

',

'83 pledgeplen

985 plop

986 plow--987 pluM988 , poCket

989 . poem990 point

991 poison992, pole

993 police994. pond

-' 995 pony.

996 , pool997 poor

998 pop

999 porch -

1000 post

1001 pot /1002 potato

1003 pour

1004

' 1005 present

1006 pretty1007 prinbets1008 print

1009 pibblem010 prune

1011 puff1012 pull,

013 pump11 pumpkin1015 punCh1016'. punish.017 pup

.1018 puppet

1019 , puppy1020 purple,

1021 purse

1022 pup0-, .

1023 put.

-

, .

,

.

. .

,

--r---- _

-

-

.

:---,

- .

_L--

.-

.

,

-7.r-. t.

.

. -_

........

.

.

, .

.950 peg ----------

951 'pen56; pencil

951 penny954/ people /

l,-

9:556.67 Ei71:1--'958 phon:

959. pia .

960 pick961 .picitic

962' picture963' pie

964 .pig965 pigeon'966 pill

967 ,pillow968' pin ,

'969 pinch.970 pineapple971 pink .

972 pipe913' pitcher

-

_

.

.

-

..

/I

_-_____

,

,--

_....._ .

,......-- --.......

..

.

-....---

-

. -. ,

,

.

,

.

.

Cumulative Vocabulary Check List (Cont.)

. No. WORDS-Understoodand Used

CHECK Mo.-

. -Yr..,

No. WORDS-

% Un4erstoodand Used

CHECK Mo.,, Yr.

-

1024 puzzle1025

.,

0 '

,

'

_

:

.

.

=

.

.

'

'

-

1072 resist./0734 respond1074 test1075 reward

1076 rhinoceros

1077 ribbon1078 rice1079 rich1080 ride__

.

1081 rifle1082 rigbt: /./.,-

1083 ring1084 rip

, .

1085 ripe1086 river1687. road -

1088' roar i

1089 robber1090 robin ,

1091 , rock1292 rocket1093 roll

.1094 roof1095 rooster .

1096. root1097 rope(109a ',-, rose

1099 . rough1100 round -

1101 row-.1102 rub1103. rubber,1104 'rug

1105 rule1106 run11.07 rush ,

,I108 '

.

.

4

.

--.- , ----,--

10261027 -

1028 ,

1029,

.

1030 ----',---

c2)

A031 quack1032 quart

. .

/

/1033 luarter-/1034 queenI 1035 question1636' quick1037 quiet4038 quilt1039 quit1040 /

,

....

, .

.1

,.

--,-_-_

.

.

,

_.-__- ----

- --t

.

1041 .. , .- .

1042,:---

'1043_-...._

1044

R .

1045 rabbit1046 raca

.

1047 rack1048 raccoon

10491049 radio..1.050 sag.. %

1051, rail41052 rain . ,1053 raincoat

1054 raisin '1055 ranch1056 kat

1057 ratti.e

1058 ray .

10 .reaCh, .

t060 read

.1061 recognize1662 record ..'

1063. rectangle

106.4 red

106$ reel'1066 refuse1067 reindeer,1068',' relax

1069 remembers

1070 remove1,071 report

.

,

-t.

_k......_

'----,-.----

,

---_,

...--.

..*

''''. .awMOVII.

-----.-..

,

,.-----,-___- is-

-, s:.I . .

...-. ----,- 1169 6

.1110 - -

, ---/- 1111 , ;/, ---..

.: 1112 'A

' ,.. 1113 .

-,---- ,

.

.

S

iii4 . sackill5) sad

,'1116 'saddle, .

1117/ sate ..

1118-* sage

1119' said.1120 . 'sail-

. .

...,....

4._----

. ---- ----,,,/-

''''"7"""'"----

,

---_.

.,

,,

..

,.

-97-

104

O

0

r.

Cumulltive Vocabulary Theck List (cont.)..

No'. ,'WORDS= '

. Underskoodand.Uded

CHECK Mo,,. Yr.

ARK.-

No, WORDS- CHECK Mc>.

Understood : Yr.

and Used

114 Salad

'1122 salt- ', .

1123 same

. 1124 sample

1125. send.

11 6 sandwich ,,lf ,Santa ClaUS1128' sat .

1129 satisfied1130 save . ''s,

. 1131 saw1132 say.

, 1133 sCent1134 school1135 scissors1136 sCooter'1137 's'craps :,

1138. scratch

, 1139 screen .

1140 screw.

-1141 scrub ,

1142 'Seal .

A.143 seat

.1144 second

1145 secret ,

-1146 see

1147 seed1148 seek1149 see-saw1150 self

1151 sell

. 1152, 'send .,

'. 11p- separate ,

. 1,154 set'

1155 s seven, ,

1156 sew

1

1157' shsle, . 'r

1158 shake.

1159 'shame ,'

1160 shape1161 ,,shave ,

". 1162 .. She,

1163 shell,

1164 >; shine .

116$ ship .

1166 -shirt .0.

-,

0

1147 shoe

1168 shoot

1169' short

1170 shoulder,. .

. ,-I

.

.

'.

:

4

.

.

,

.

,.

.

1171 shout

1172' show' 1173 shower: .1174 shut _ ____

,

1175 shy----'1176 sick1177. side

'6.2_

9-.. 1178 Sidewalk

117-k sift - -r______

.-,---1180 . sign

1181 t signal

1,182 1 'sill

......-.....1183 silly

1184 simple ,

,

7"----. it--"--.

- 1185 sing t-----....4., -

1186' sip

.1187 : sister4

,1188 -sit ,

' . 1189 six -'

1190 size ,

1101 skate1192 ski

r -- 1193 skill

1194 skin ,._.1195 'skiit -

_

,1196 sky , ..

, .

. 1197 "slam 4 : 1

. 1198 slant ..

---7-,

1199 slaps ' <.

. '1200,s

'`sled _ -'T""'.'"-

1201 ' sleep._-r7r- 1202 slid'

.1203 slide1204 slip

. 1205' slit : 6 ..

1206' slow '- -

1207 ' -Small-

1208 smash1209 smell .

.1.210 'smile

.411 -smoke :

. ,- 1212 smooth. .

-----_---1213 snake

-. --- .

, 1214,: snap' ,:mow. -"---

1215 sneeze, 1216 sniff,

,v, p1217 snow

t

c, .121.8' .7 so.

4

"

,__-_1219 soap - ,

--'7' MO . 'sock,i

.

0

U

2_,

s'

A

;N.

Cumulative Vocabulary Chedk List d

No. WORDS-

Understoodand Used

CHECK Mo.fr. .

-No. WORDS- CHECK Mo.Understood Yr.and Used .

1221 , socks,

1222 soda1223 soft .

122'4 sold p.

' 1225 soldier1226 solve,

1227 some.228 some ode

1220' 'something' 1230' somewhere. 1231 song.1732 soon .t.

1233: sound :

1234 , soup1235 south'

. 1236 space1237 spt1238. speak

:1239 special1240 speed12411241 'spell

1242 'spider ' ...'

1243 spill -

'124, spin:1245 spit ,

1246 _'splash .

4247' '' spoil1248 sponge ',

1249 spool1250 spoon'

1251. 1. spot

-1252 spout'./253 i square

1254 squeals,1255 squeeze1256- squint1257 stack1258 stare- '

stampstamp1260 *stand'1261 star .-

1262 stay .

1263 steam,1264 .- step '

1265 stick1266 stiff :

1267 still:.

1268 sting -

1269 stick ,

1'

,

_

,

.

.

..

'-

''

-' .

.

'

.

-

,

.

.

,

.,

.

-

,-

.

: .

1270 stomac4

,

.

0.

:

4

,

-

.

. :,1271 stone.t 1272* gtoop . .

-1273 stop .

.

....-...1.1,7-......

12 74 store .

, 1275 storm.41276 story1277 stove

. 1'278 straight1279 r strangers .

.

1280' .strap .

,

......_.....,1281 ---strawberiy1282 street .....--1283 btreech ,

1284 strike,/

.1285_, string.

1286 strong ___-..........

'12 87 study. 12 88 stuff

-,' . 1289 , stump-.........._

. -a12 90 ert.unt% ,

.-.......,-.

.

,

' 12 91 et id,

2292 . : iuhrila

. -4 1293 ''i Submerge .,

0 -,-- ,....,,,- . ,1294 suckq,! ,, 7 .

-,--.-- ,..---ill...> .ta

,a.

12 95 'sucker '---,, ,

, . 12 96 7 suffer' , 1297 sugar

12.0 'suit v. t

-.

. 1299 sulky , '

,

,

- 1300 submer, 1301 ,sun

.,,,-.7--.

. ,1302 -. super .t ....,--. __1303 , supervision ,

. 1304'4' - sure- I ' % **

-. . .,

1305 surpt.fse ; :, '

004 'swallow _,

t. ,

, . .1507,$

.,,sway w. '' 134 sweater

f..--,...,. .13095 ,- sweet ..,

e .-..r.--. -.L.-L..-$ t 1310 sweep

.

....4.4.

..; 11111 'swim' .-.,,,,...._

1312 swing '.

...T."r 7; 313'4 . t.- -. '

,,. 1314 777', ' :$

. .$ ' . : 1315: 4., - ' ''.

.-- 4116 t 1-----' --,-. .

'' 4 117.

-

.

`---!--, .

. . , -T

. '.' 't. i

- . - -,

.

-,--

1' ,.. T,° 1,

.. .. 1. -) 'st- 1. e. !' :.: , -.. S. - II 4 r

-.4 ' e'e +.

7.,e(. . , !

.,

e

"°. -Oumu at ive Vocabulary Check List (cont.No WORDS- - ' CHECK

Understood Yr.and,Its

4 4 k

No. WORDS CHECK tlo:, Understood Yr. .

and Ubed

dr

13181319132613211322132313241325

.1326rf:327

328pia13301331,t32133311141335'

At

abletack:tag

takttalktailtamet ant eumtapetastetea , .

teachteacherteartalei)tigneteevision :.tell

N

o

1336 "..temperature37 , ten t 6.

1 tat 3.. t ,

o 1339 test`1340 '1

1342 th t1341 you

-.1343 , ,then1344 -,;"'thqe13/4,2: ,thick

0346 thin1347 thing1348 think1349 this, I

1350 thread.1351 , three.11,352 , through1353 ...throw054 thumb.1355 - tick ,

1356 tickle1357 t ick-tock13$8' tie ,1359 tiger,.1.36d. eight1361 till1362 .4, time

11.1363 trimid1364' t in °

*1365 t tp.4366 tip-toe

tik

.

1011aMINI .111:6+'.

13671368,1369

13711372'1313(1374.1375137613771378,1379

I13801381r382;138313841385 ,3861387,

t iretiredtotoadtodaytoe

, togethertomato -

tomorrow

138843891390

-1391 ,

13.92'1393'43941395

rt oneiongu'etootooktooth,toptosstouch,toward .

towel ,

tower :. ;

town '.

toy.. trace

trainI transfer'

traptravel-

Area'.', triangle

13961397'1398'139914001401'14021403

'1404..140514061407

ry 7,

wio,

441. oftloon

1'408ato91410.1411.141214131414,1415

I. 1416

,tricycletrike

. trimtrip'

'Asa. of

. trucktrytubtucktpgtumbletuneturkey;

s' 'turn, turtle

tweezers

twinstwisttwig

I

CP

,111111.

, -

4..110.1MM,

. f

-lob-107 *

4'0

O

Cumulative Vocabulary_CheckList (cont.)No. . WORDS

Ùnderstoodand, Used

CNECKMo.Yr.

WORDS NECK Mo.Understodd Yi.

and Used

1417 twins

14113 twist

1419 two

1420 fY1*1421

14221423

14241425

U

1426

142 7

142814291430

14311432

1433

14341435

143614371438

V

1444

1445

1446

144714481449

1450

1451

1452

1453

14541455

1,456

1457

1458

1459

1460

14611462

1463,

w.

14641465

1466,7

14671468

uglyumbrellauncleunderunderstooduntilup

uponupperuPWard

, urgeus

use

vacationvalentinevalleyvaluevan.vanilla)

vegetableveryvestviewVillagevine.

visit'voicevolcano

. wadewagonwaistwalewake

;t4).1

4

.

M116.01

1469

147014 71

1472

1473

147414 75

14 76

16771478

14791480

walkwallwalruswant,

warwarmwarnwashwaspwastewaterwave

1481A wax1482 way1483 wea1484 war1485 web1486 wee

1487 wee1488' ,weig1489 , welcome1490 well1491 went.1492 wet

.1493 'whale

1494 what1495 wheel

1496 when1497 which1498 whine

1499 whip

1500. Ohl1501 whisker1502 whistle

4 1503 white'

whple1585 r why,

1 6 wide.1507-$ foi&ner

15088 wild,

1509 will151(1 win1511 . wind1512 wine1513 windmill

i514 ;window1515 wing1516' : wink"

1517 , Wipe151.8 wish

,.emome

. 11

mmwenagml. 111....

1;08.

1

-Cumulative, Vocabulary Check List (cont.No. , WORDS '1 CHECK Mo.

Understood Yr.'and. Used

No. WORDS

Understoodand Used

CHECK Mo.Yr.

1519 witch1520 ' wdman1521- 441 t1522 wood152-3152 2 bl152$ wcAd1526 ' wor,:k1527 wotid

. 1528 would1529 wtit'e1530 wroAg1531 . (3%

15321,331534,15351536

x.1537,15381539 ',:

1540''4541Y

1#42 yard-1543 yarn1544 .yewn1545 Year '1546 ygl."I

llow1548 yes

. 1549 yet1550., young

you7,14552,, your

yoyo.,/554-41,5551556,.155715 5.8

a.

..1559 zebra1560 zero1561 zig-tag.

1562, lzip1563 zipper

dememorie

-7-7- -7-

156, zoo1565156ft156/15 8156

Autreommomm

....;eereee

iy

a

VD

44 4

-162-. 07'

1:0 (i,14.

tr

00'

I

S ,

'a.

t

,

I 9 I t ., 16

I

t

4

"el

section VIII

APPENDICES

A. 'EVERYTHING ABOUTTHE MOTHER

B. CREATING A LEARNING SITUATION

C.

p

THe GIFT OF SPEECH

D. RECOMMENDED.READING.FOR, PP RENTS

GLOSSARY`'

.

V

,e

' s"" .`

, 0'..9

I

I,

4.

.

4.

t

t. I

.

0.

t".

/:, ,.

a

"y"

et'

..

1.16 . %4.

t,

4

Jr.

e

A. EVERYTHING P,BOUT THE MOTHER.

,

/The goal fr parents should be the,best'Overall

ment of their hildr not just the develOpment of intellectual

skills., Cyn tang's emphases- on early WilAdhood'education

the article "The,Cracial Year for -Learning; Findings of

Ea vard's.Pre-School Project" tells parents-tocqndentxate on

enriching each child's daily'experience§ through specific. tasks. ., .

,,...

and.gamese giving him things to touch, to handle, to play with,. .

to build; to paint and most of all talk to ..the:children,.-,

'There's.the basic reason a 'child can think more eXactly whenrA

0 , . 4

heomasters language:,,

,Lang finds researchers are tryirig to pinpoint the factprs

that determine, whether or no t children'will learn well'. Somery

ofithem'are already knOwn,- wh4 her or not the parents are'4^'

interested in how the child.ie rns,is ,one of the biggest. And,

/. . .

language is strongly related t other conceptual kinds of le.44n-J../,ing.- A child's an aety abou problems in his family also

affedts how.he learns.'- , ... ,

. ,, ,,-., -

'Researchers,have observe that there is little difference

In developMent among children di ring theiilirst year Of.life,I

.

abut during, the early part Of the second ear, two/ important

,l

` things happen, a child start to walk arid, he starxs,to talk.

,,

Suddenly, ;children bring out all kinds of different re-

actions -from their parents. How a mother responds to himi

,, -

',verbally at this time pFobably hasorucial 'impl,icatfonsfor the,

0=1,04-

sa

, 11.1`t.6,

040

I

f

IS

.

: . . , .z

I1 4

'e

if

..%

4

.Way in which his'patterns of speech de&elopi. And So, probably,

does her reaction.to new ability to move about.- To state the

extremes of what her response may be, she can on''the one hand(

put all things that .are fragile out ,of his teach or bahy-

the house by keepnghlm penned up.'

Arlene Van Breem agrees with' Fang, in 'her articles in

the Los Angeles Times, "S.peakers Tell-How a Parent May Pioduce

A Gifted Child." If a pare'rit.is determined to produCe.a gifted=

b

child there are, at least ,two ways tO achieVe this goal.: It,is*

theorized that such a parent should teach his chikd'to read at

the age of two or earlier. Another theory suggests a Certain.,

style of Mothering will pcoducea comptent or gifted

If we look 'at the'lives'Of the great Leader's of western .'

civiliZation-'we will ind that they hadirqens4v0 mental,

lation early. in life. Ai Child who learns. to.

regdpetween',

A ,t

the,ageg of Z.and 4 experiences a change in his cehtral nervous -, .. .

sys, m and this changecan be built Upop with 1:ater,learning',,

'. , . ,

.. . . ,

, pD iL

ex erierices, . .. .. ,

,.. , A . r. . .. e.In.a stildj by. Harvard' Pre-SchOol Project, researchers

.

isolated five different types-of mothers Which ..they nick4ri;p8. . ,

super 'Other, almoe;t mother,. zoo mother, 'overwhelmed-a:Other,..

and smothering,mother. A 1 ;A "S. A." '

1

A

, First there is%the super mother, the'kind of mother Who:r

. . , e

?,.

.. -... .

provides, the children with ,an environment excellently suited,

. ,

to learning, dffering him lots f :experiences which teachhim

A 4, )1,

. .

.P`

,

ary

'. ,- ,,

.various things about thd world, 'She valltles .acItevement of-.

. :

knowled0 and rewards it: She is. nat so wrappep,1.1p in her child's" .4, c N 4.,' ' o n '. .' y ; I .

progress, however, that.'she can't enjoy him at, :lie moment,. . 1,4

4 .4

She likes him as he is at every stage. of.avefopMent.,.

.

,

, Then there is the almost:mothet. She is. -like the super

i 1r

t , 74 C.

1,

,mother, but with some differences: ' she has trouble meeting her, -

. , A

child's needstand understanding what heWahts 'when he reaches

the toddle stage She initiates ':teaChingexperleL s" with.

. .,

him somewhat less often than the super mothei", either tecauseV

A , t I

e.4

she ha'sn't the tiMelanl interest:Or doesh't knowhow.

A third type,is.the Overftelmed mother, She is qui

diffeient fromthe first: two. This-kind,of woman is 1. ely.to '--.. .

.

. , . ,

. ,

-,

,,

, - , I-

have many children and as a consequence 4:4r" hOmelife -dls:-,, . .

,, . ,.

,A ,

organized and she.suffers frbm a general inability,ko meet.

.

. ,

/V ,sdccessfullY.the demands on her time and energy. She tehds,

A

'A.° ignore her young child; sh0 doesn't play, games:witel fiiM or. 1. , 7, ,

-,

try to peactvhim.words. 'Sometimes Sheenjoys being witli him,,

..

.

. .

but her'undeg

standing of-hiSmeeds is slight'..... . .

1

The fOUrth kind of motherlwas:;Classifika by the r ,

. . ,

..

searchers, 'as,the Zoo keeper., Unlike the overwhelmed mot er,4 ,

1- , e

'she is extr#mely'organized. T-(4''Ichild is'kep't in his Cri or

playpen for 'scheduled parts of the'day.and even when he 1. - :2.

.,

turned loose, she spends almost{no time spontneOusly pl ;rig

with himo teachinghim fp the natural way Many mothers .

She is 'riot

4

., r'' ,' '-

ean.orpunishing, but she doesn't seem very mu 11

.

4 ' , / ,..rti.

-106-

A-. .

S.

t

.0

f!.A

.

interested in babies. She prefers the company

Seems tO.be marking time until her child cgroWs up e3rgh to

be,ihteresting to her.e f,

The' fifth type is the smotheripg mother. She, is so'

'anxious.to respond to her child:S needs that she rarely waits '

A .014,,F

4,t

f adq.ts;' and

I

fqr clines from him. She inVoles him constantly in tutorial

aCtivitie-A, usually planned rather thani)Spontaneou66. 'She

begins their games together rather than'joi4lingthe child at :7'

4

play. He rarely has time or opportu nity to learn anything on]'

his Own, gor it is she'who sets the tone and the time of his

,activities.,

The super mother. anticipates her child's actions and

doesn%t seem to keep a record of the child's past Sins.. Also',4 .

.. ..

the communication between this type of mother arid her, -- -.: --,e

I's. ,

6 child:is a very,intricate one. She 'is'very-.careful to de..

lineafe between her inner state of mind and reality. :For

example, 'she will say, "Don't climp on _the back of the chair " ,,

,bedause'.I think you will fall" rather than "ponit.,climb on

f. all."theback of the chair7because you will , .. .

,.,.

, .

.., , .

A super)lother'will elaborate a 'great d more ,than ,

othei mothers when communicating With her child. : Insted',of

telling a child to shut up She will tell him why he:can't

make much noise.

All five types of motherswete 'raising happy children,~'

f

.so they were.il.adequate mothers , but the super mothers

were raising:COmpetent Children. Mothers are the most

I I-107-

4

0

.

r

important influence on their children, thd single most important,.

., ,environmental factor. MOthers of poorly developed thildrenare

, 4 ,.. ,'' * , ,..often restrictOe and unsure of*theit role asmotherS., whereas 1

. t . . ..,

t %- ,

confident! competent mothers who accept their role and enjOy

and approve of their childrene

seeM to prodiie developed - ,) ,

N,'' ,, - , .

children. The .,quahtity of theinteisectiOn1w4h the mother does.-,.. b

,... ..., I. .

not seem significant as.thecatiality. : a .

. .

. .., .

Youhg children, tehd to touch base with their mdthers .every.., , - :

, .

.t,,, ,

10 minutes ,or. so an4 the, a mother:handleS tiris base-touching. ,

* ,

., ,_

determines wliat kind of.motheri,sh°e is Super mothers, as ;a group ,

;-',

-. seem to feel that life is filled with thousands of ''experiences -

they want to expose thell-thildren to as many experiences as

:.possibld and are not' at all conCitned with what ''grade'' the. - , " ,

'ichilcrgot. t- ,-

.. A

,' L' ''

These' mothers set ,very few,,limits .for their ,children, but, ', . ,.

,

.... k, N.

these limits,were strictly enforced. Their houses were child-. .

, .

.. .11.,

proof, so, they didn't waste tiMe.1.4th telling their children not4 .k 4'.i..

to touch ash, trays and such.4

. A,

i.

., A-

_

:,

, '. Every hohe is an eduCational'institution of sort's,, andA,

. .

. .

,,

. ,

everymother is the-best kind of teacher. The mother is the. .

. - -.. , . .

p inoipal'source ofinforMatiOn and interpretationto.

the

chool-child,.-

Early infancy-,is a time of extremely apid intellectual

'and physical growth;;Ttjs a- period when priMary emotional,.

relationships are established; and'it is.the timi when most

mothers from-all cultural backgrounds hold the highest-ex-

pectations for their children.yt is believed that it is. .

S' 4

, -108-

1.1'5.

possibleto capital4e-

the mother's hope, faith, and in-

t during that first kear by teaching her ways to "play"

with 11e---7ab that will r cognize and stimulate his intellectuL:'.

-growth. The idea is to h 1p,the mother become aware of the

baby's development so that she can understand it; appreciate

it, and not demand tooMuc or too little.

..

The following are sugg stions.of .1..Low,you mothercam.:

be,successful. As a resul W1 and ycir.child will benefit., .

.

1gree4y. Your ccoperationland interest is very much apPreciated,. ,

.

.1. Participate in all leaning sessions.: our child willb4ild confidence In lirttseif if.he sees you interested inwhat he does. .. i

i 4. ...

.4

2. Encourage your child to have a positive attitiide.

. Always praise and encourage your child's perforlance:during and after his learning sessions.

.00"4. Feel free .to- give 'ihformation'about.Wur child and his

activities.

Help -your child's progressby providing educationalexperiences (i.e., trips to stores,, parks., etc.).:

6. .,Try to keep noise leVel down and.interferences at aminimum so as not to disrupt or distract learning sessions.

1. Practice activities with your-ch'ild-af ter each learpingsession:

Feel free to give any suggestions or ideas you may haveconcerning your child (i.e., activities, deVelopment,

0 'tutor's actions).

=f09-

hor

/

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J.

B. .CREATING A LEARNING SITUATION 1 .

',.There ace many mysteries in the World, but pne of the

most heartViarming is the way a baby.leatns to walk. Each ;

time a baby, takes:his irSt-independent steps, .the sight iS-,

a joy to,both parents and baby. _What makes"the whole process7

So delightful is that baby'learned his new feat entirely on

. his own. There is no way the mother can describe to him what. .

to do. Later she might be able-to help him learn to ride a,

bike by describing how to turn the handlebars back when the

bike starts 'to fall one way,'andso on, but not so with walk-7

ing. All any adult can do is praise the baby, hol*dhis arms

for his hundreds oftrial runs, and-have patience enough for

both of them.,

Patience is a key word as baby.grows up, for it reflects

A parental attitude. Walking is only. one of. the many,things

a:laby learns on his own. He also learns how to feel andhe'

'establishes his personality. -His parents-,don't sit down and`1.4

haye "personality:lesSops" with himibutAhe picks up and"learns

their ways. .If the family is helpful, calm, and patient

during the many rehearsals for walking, the baby will have fun

and will,learn easily and fairly soon. He learns so5well in

fact, that by 18 months some parents are vondering,why-they

helped so' much.'*

D

. . .

4

.Another, miracle babyaccpmplishes Jearning'tw-;.. "

. .

.

'talk. He Starts out by gurgling, -and babbling. A baby'can and' .does make every sound there is in every language, bqt%gradually.

11

ilr 7

,

eliminates the ones he doesn't hear used. This is how 'We learn

.the language our parents speak. As in walking, Matt and others

can.

only provide a model, ehcouragement, and PatieAce.' Actually t

, . .

,

this is a big order, for the amounts of each can make 'the- crit-gr

,

idal difference between later success or failure in school and

in life- A parent who talks with (not just to)'his child, who

answers his questions, who posesquestions, who gives, all 'the

verbal stimulation he cant will be coming as. close caho

t6 nteaching".his baby to 'talk. Ghetto children often lack

this stimulation 4nd as'a cohsequence have languagejproblems

which affect their learning.: Unfortunately, the problems

ghetto children haVe.are being seen more and more in middle

class families: This is because children spend more-and more ,:.

time in front of the T.V..-,Television gives only a...second-.

hand view, of life. A child 'needs and see things

first hand- The child can't practice his speech. with

television. He can't communicate with it. ,All he can' do

sit and be tailed to hour after hour.. Mothers are the first'

and best teacher a child fi ll. ever -have. A" television. can

nevel replace a,mother;' and` if she thinks it can she is cheat-.

s..

r

ing herself and her child. : .

When a baby learns to walk his parents, little to dhave te o o.-.

.. # . ,

When he learns to talk, they have quite-,a,bit,more to do. When, .. , . 0.he learns tOsolve:problems and think'creatively, parents and

.. ,

t ).-.: eachers play, largd part., -Attitude iagain plays an ppor- ,

'.. tant role in how- a child will develop his problehl solving

0-"TT'-: .. .

abirit-iers--- If ,he about pit' in a'negativelway, a-::fussy :. ,.

. , .. ",

.

1-* t

Y. el

I"

way', or a sloppy'way, we-cannot blame-the child. The child gets.

his e ample from his mother or teacher, especially when he is0 0

Very young. As patterns apd attitudes are se'e",2they become

'harder and harder to change. Never was therP.,,,more Upeless

statement as, "Do as I say, notas I-do.' Children do as you

do;' act as you act, and feel as 'you ,feel..

As far as parent's or teacher's role in teaching goes,

she will try to set a good example, and second, she will (live. ,

the child the opportunity .t.0 explore and reach his own potential.

Whether!she belieVes each baby is btrn witieset capabilities,P.

or that all babies are born with more or'less equal potential.. ' .

. ,

is irrelevant. In 'either case she vil try to provide the

training and environment that will bring ott'the.best in each.,

t'

. child:, The task of an adult who loves the child is to en-

- -courage, to provide ,opportUnities for rearning, to pexmit him

tolearn by himsdlf. She does not impose. learning on the child,.< »

.but stimulates him.to learp Car himself: She sets up an en--. . ,

, ,

vironglent that has equipment and materials wAich,allow for. - .

. A. /' .%

testing, trial" and prrore observation, exploration, and d-1:s-

:

covery. Children haye to_have freedom to try alternatived-in'. .

.

finding solutioris.. Knowledge'that comes.through discovery on -

.',. .

one's Own is. firmly fixed., FactS given ~by, someone else "to,

. -

learn by tote are only superficial. The goal' of education

should notvbeindisting on right answers, but' in teaching a=.

child how ,to frame the-right guestiorf.,It is. not teachipg.

Ales, but encouraging'the child's ability to aevelOp workable

rules' from every expexience. The child needs to knowaesa

11.5.

. .A

f

.7 a

. .I.

.-

, .-. ,

"'facts and more learning hOw to learn. and to transfer.-.

.4 lessons of familiar experienceto unfamilia oheS. A good,

10

teacher knows just how much help to give when -a PrObleM is

ehcountered. She gives just, enough Praise and plenty .of, .

flexibility. A poor teacher commands, gives ,all' the 4rections,'. V

and doesn't take individual differemceg .and feellivis.into.. . .

,t- -

. consideration. .

"This all sounds' wonderful in theory,': you will say, but .

the question arises, "Where and how'can.1 find,a,'teacher and.L.

preschool of class like' this? What.are the signs of a.good

presghool (or home, eNen)? Here are.a few ideas for starters:

a) There shOuld be many activities .going om at .once with'children.folldwing their interest from one to.another..Tie environment is adaptable to surprise, Spontaneouschange, and stimulating rearrangement.

- b) A warm buzz of voices and laughter'fill the, room.It is neither quiet nor noisy..

There are d eal things around for the;childreh toplay with -- real sinks and water., real animals.,real clothes for dress-up, real books.

al There are no more than 7 Children per aide or teachai:-.

The aide provides warmth; acceptance, and directionIn doses to fit each child's needs. The aide shouldblend intd the activity, neVer'14posing ordomineering,but taking herCues from the children.

, .

e)There.i.,S large eqUipment for climbing, jumping, andrunning.

f) ActIV-ities are designed. for/ everyone. 'There is nolabeling. There are no Special .toys for "smart"dr,%"slow"-children. Boys And girls' share the sameequipmeht'indiscriminately.

Be sure tpsee .for yourself the school is run. Don't.

,.

accept a epeech,,co the schObl's Philosophy. See for)yourself%

-113-.

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;

:...r,

1

.

.,., ...

,

h.

. ,.twat action there it. Finally, as a parent don't fool your-7 / ,

self with your own.ideas. Do you say' one thing and do,, . , . , l -t ,...-

another?. Step':back.and ldok at your own "school,." We Should

1 -

all stop once in awhile and make sure'we're "doing as we,. .,

.say..,"

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C. THE GIFT OF,SPEECH

v 44 4 i

The-ability,to speak sets man apart from all ther animals.

'

. ., . ._ .

Scienti., tts ar-,,, trying to ptove that dolphlns and chimpanzees

.'., ...: 4-

. . ,,,,

. .. , .

is e

.

".61J,, eak li' This7is ari exciting proposal, but not.mearly as4

, .

,ex6iting as a baby's process of learning to talk. Th baby's .

first,word,is cause air much celebration and telepho e calls

to grandma:and grandpa. Of course,' when it's time o drop his. -

new "pearl" of achievement inte the phone receiver, he never,

does, proving that baby will talk when:he wants to or needs to.

"Speech. is a complex form of communiCati n, but it is not

the.only form of communication. A baby dothm nica es his first

day 'of life with his cries. ,He tells us he is h ngry,',un-

comfortable, bored, tired, lonesome, ot angry. As'time passes

each mother learns to' interpret her baby's cry. She no pnger

has to try the process .o elimination to find ut what''the

baby wants,. She knows exact 'from his gry. The opposite of

a baby's crying is his cooing. Every young. aby cries when he

awakens because,it is a'frig tening experie ce which, requires

reassurance that mama is nea the b y gets older, he

no longer cri4es upon awakening, b9 ause he has learned that

there is not g toOpe afraid f., Mom kn s he is awake when,.

,Nshe hears him cooing tO'himself The b has already learned

to use his voice to.communicate is fee in s. He coos when

he is happy He gets a'tense ot achievement and pleasure

out of hearing imself. 'Parents notic that he "inverts" new

16

sounds and plays with them as he :would pray with a newIttoy.

Gradually the cooing becomes babbling. ArOUnd five months

a baby begins to repeat the series okf vowels and consonants

he has mastered thus far. He falls upon combinations and;0

makes syllables such as dada or mama. This "pretend" language

continu in this or ..aHmore adNianced form after; the baby has

/t(gun 'to say and use real words. Babbling is an important5).

0

stag f learning,, and should be encouraged for several reasons.

First, it provides necessary exercise and control of the

entire speech-apparatus. Stidies show that children who have

sloppy speech and poor articulation have weak facial Muscles,

Second, babbling provides important social interaction between

he baby and -another person. He find "communication" brings

rewarding interaction, especially when the other person re-

sponds after the baby as though he had really said something.

The more you respond, ,the. more your baby babble. He might

not understand what you say, but the ou interact nbw,

the sooner he will understand and re pond back. A helpfu':

parent-willalso repeat sounds the biby makes. In this way he

learns to enjoy 'imitating, and he will be more willing later ony

to comply when you urge, "Say It

Early sounds are random. They gain meaning when associated,

overand over with the same results. If a baby happens to

utter "ma" when his mother isinear, she will rush over to him

in delight that he now recognizes her. It was just/coincidence,

Of course, but if).t happens often enough the baby Will cow-

/ro

clude that "ma" gets attention or help. He now has.his first

-116-

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.414.

word. The same prOcess is repeated for each hew word he learns.)

From his random babbling of many sound (far more than any oned

language uses) he narrows his sounds down to ones that get rle-.

sults or, 'ones he hears 'others using... ;Mid selectivity starts

around seven months. He pays-more attention to the sounds ()thews

make and tried to imitate them. With practice' his sounds get''

closer to what he hears. At this stAge praise, is, very import-..

.. _ .

. ... .in.i

ant.. It willencourage accuracy and speech general. t

is also that the model you provide be.s.l.ow, clear, and1 , ..-. 4

,afrequent.. ,For-,you td use baby talk is not good idea, since

. the babY, repeAs what he Ilears.. You will only be enCourag'ing. .

poor speech patterns whioh Are,hard to bre4k,later on and which

eVen-requiresPetial therapy. .

. 1 I4 e. I . . . r . .

, r iAst4Ify Vormahere between the ages of eight and fifteen,

..

- .

,

monthta..child will haVe 6.aidkis first !!real" word. .,The:.

..,,,. , ,".,, :

, .exact, age this happens; is not necessarily an indication of irk-*. !$

.,T t '

i

telligence,'but rather the amount of ,"practice, has been. 4d.

...1

gettiihg frdm adults. The more time and attentionan adult ,.

, , ' 0 ,.,

giAes the child, the sooner his chances are far'talking.'Where%,

intelligence doesn't necessarO.y af-fecthow soon a' child speaks, .

,how soon and how much a child' speaks may influence his fl*ielli-,

gence. This,

is 'why speaking to a child and allowing him,to

practicb his speech is so vital. Speechs the foundation:of

all thought and concept development.

From the first word on, the stage which speech passes.!

through are very predictable. Until about two years of age

the one word stage'is predominant. The w6rds are udually nouhs

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bwhich.relate to the child needs,eeds, or teretts. A ab4-who.

AFT r ` ,

t

swimming lessons ht s y the word f"kick" :where 'a ba'IDY.:vitior,has-

visited a f n might say . "tractor,, 't Until, a baby,.leawit-o. - . ,41, , .., . , .-

. distinguish finer detail4 and Classifiaatio.. one'word might be -r , ;'t ,- .. ..

a catch-all. "Mama" is usually used fc.:). alf women', or "cookie"4 .. ,

,for all treats; . .Gradua1ly he -begins` to .add oth4r cla4sess Pf

words such as "c;o," '"bye-bye," "no.,"-!'pretty,41 and "hot.".

this -s time he is as. wa e of tone and pitch as -he is 'of wcirdst,.. r .. .

, . so,Be understands what y say. by the irlflexation of your voiceJ ,...,. , , ,-as much, if not more,,as: by the wor'clt. When yoU s a i l '"tha:t. s, .-. .

..

. a' good- boy", rciu have a certain rythm....ind tone. You catild,say.., .

"that3,s a bad boy". in the _same tone, as yc3ur domplimet and het:. , -... .

,probably would react #s' he docis to p,raisee. The ,toddler gets ...-, . ' '.

: t, along surprisingly well by corning his words and tone. , One'

, , z .. .. .,-. .

.word subh'*as "no"- or s"hot"'; can be an exclantati-on; ,g qiiestion, a ,, ..--. . f .

. C .

statement, or a warning' command. '_-.

, , .. .

. -,

. .An interesting side ,note is that children perceive words .-

in the .context they are used. If they always heaf "come here". .

'used as a phrase? in their minds it is one word:- The sasne.I

goes Tor other words comMonly 'used together such as "thank you.".or everri`Sesar,;,:_ ritreet" Paron!`..-S can easily understand this

..if they will think. back to a high school language class'. Bow

long dick you go thinking "pea. favpr" or "s'il imus plait" wereone word. u0t11 you saw the *phrases written?

, Vocabulary increases, ',at' a rapid .pace. From 18 to .24.Months a child can gain 200 words, and the number keeps in-

creasing, ;. . -

.--;--

. By 30 months of ag,, it- is, hoped most chilaren<

4

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125

,, would :know at 'least 400, words- :Iitii:rty months 'ip 4,rr-nterest-

ing 4nd often: amusing stagfre.'' Nep; children begin.. to ',incorPo'at'e J!

r Icertain conaeioti of grammar' in heir% speech.' They, pick. thi-*

. .

. ,

.all .1.14. by Obt'ervation'and using rules on their 'oOn% Unfortu-

, . .0 °

:nately.:EngliSh is a lariguage of exceptions, so the outcome is. . ,

sometimes ,right An- logic but wrong in practice. Take-lor ex-. 4

ample the' ohIld .vho hears "somebo dy," "nobody,*' and "everybOdy:h,.. ,

;:

He feels .perfectly justified in using the word "lOtsabOay..":'. t . i :..

I

Children are often concerned about sources and origins.;'

-Robert. ,

.

asks his pad, -"Where do they make socks?" His father replies-.

-AIn a sOCk If actoty 1 " - they -go t=hrough .the same pr oces 4- for cars,

: '

g .: .

,

, ,_ ,..

beds) .etc.

Pi:- couple of days later Robert' asks his lather.WAt, -,,- , ,

.,:'-' ..,-J , , . . .,'r; . - ..a wsatieils. ' Dad can't figure it out 'Until 'Robert says,' ,

..-. . .

. ''You know,,, like -they. make in a satis-factory." Past tenses :

,'.

, , . -

: : and Ourals' pose pr blemt ; too: That '..S, how we be'a tb,in4s , ., , ,,,i,..,

4- :like 'rats and mouse or painted, rawed and t4rited. Everxdne e 44-

aa

1,.

.. .

. ..-.4,k% . . . a

can thiA) of some similar anecdOte from his child''S or his _ -.-

. ,. ,. ,

own past."

:

In his own. Way 0Ach child pas-See-from%cooing .to one-word '. A

; %;,,, ,

sentences. Then come- the economical' two and three word sen-NA

tences such as 04gcr, bye-bye" and "see' doggie." Gradually more,1

prepositions, articles, pronouns , and verbs. are used' until

f inallSx we See whole and correct sentences emerging._

How 'fast complete' sentences develop and how extensive the

I

vocabulary is depends largely on. the-speech around the ..child.

Your style of conversation is the most practiAl and imigortant)

.

.way you can help your child 1-s development of speech. Your.

'cariversation should,be interesting, rela)ced, and varied,-119- .

126 .

oe

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..t

.,,': EricbUrage the child td ask about' new wards he. hears. .:Wifeh he,. .t., ', - ,, \- !

"does., give :him an;explanation on his leve,1 and then try to re-. . .

. ,peat' the. wordi .in 'different seiritenpeS: . When it is ' familiar, ;

. , . 4 .°

encourage your -child .to use it.. ne Vali, you help 'correct 'your :, .

. 1.

child's speech: is also very important. It does absolutely :nOis

. , .

, .

good to reprimand, the child 'foi lest than perfect Speech. ::In.

-- ., I

fact, it ,will fcmly° discourage...him' and make hi! look -upon speech,.. ; ''-l . .

,;s5. an- unpleaSant experience . "If your Model is correct and re-4-,,.

3, o-ftertt--h.it.:speech 'Igi 11 become clearer with 'pra&tice... - . , - .

.

. When. prelnouncing words, a shall. child usually thinks' he is re-.

, ..-

. , ,.

, .1 - a

. . pating exactly 'what ydu said:. - ff rou.-sdy"dog4ie"' and he-. .

.S'- (3

e ..4 , N A 4 . ..

repeats "dawg , to hj.m., they- sound, just the sanie; *To insist on. ; .5. -.. , i

.

t

his saying "doggie" exactly as you do will. Only. fiustratet -

,The best thing to do is simply 'to rePea;t .41, a casual Nk. The

same method -can be used' for iricomplete 'or incorrect sentences:k

61.

rit

Example:'

.1

Mdther, "Se- the doggip?"-, Baby, "Daiga

Ilother, 'Yes , you -see, 'the dogg,ie. This:doggie 'is arta 31apk. Your:doggie, is brcivin,:"

1.

or-

(

,t". . .

:Chi/d, "My .feiets. are cold..n-Mother "I see' your feet are wet.:..

Your feet have been in puddlesand now your feet are cold.Dry off your feet. and get someclean sock's:"

. 5,.

,

.Space should be 'reserved for stressing the' importance of .

N .:::.,

:P,..

reading, sangs4,and rhydies in_a'pre-schoolir's language de-ft*

velotment:- All. thrte. aativitiet have a double purpose. There

/

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-120- 4

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,.

. . .

is the entertainment and learning value and then the language. t

value. This type of activity can be started as early as four

months- with "This 'little ,piggy" and other, rhymes. By one .year

children enjoy sitting_with an adult lookifig at pictures to-'

,f gether and talking about them.

ab114in language development.e.

These activities help44mteasuir

A 1969 U.S. Department of Health,. . , . ,.Education and Welfare survey disclosed that 79% of first grade

.

.. . .

t."iligh.achievers'i had one thingincomniOnTregardlessLdf social

,,., .

.7 1 vor economic background.-7 all'had-beem nead.to massively dur7

Ang the.pre-school,Years.,- --''' .' .

'Although -the- process Of learning speech must be

by the child; the parents can playa:crucial role

uItiMately

That

role continues.long.into the adolescent years, is the:parents

continue to be resources for new words and e>tPlanatiOns,end as

always are there kto, provide a willing and attenti.e ear.

' 1.

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.. RECOMMENDED READING FOR PARENTS

Arnold, Arnold, Teaching,'Your=Child'to LearnNew'Jersey: Prentice Hall, Inc., 1971

Bbck,, Joan, How to Raise a Brighter Child.Trident Press, 1967. $5.95

Becker, Wesley C,, Parents are Teachers. Champlain, Illinois:Research Press Company, 1971. $4.95.

. Englewood Cliffs,

. $6.95

New York, New York:

Dodson; Dr. Fitzhugh',. "How to Parent. New York', New York:Signet, 1971. $1.25

Dobson, Dr. JamesDare to 5isoiplineTyndale Hodge Publighers, 1972.

Gattegno, Caleb,'What,We Owe ChildrenCompany, -1972. $4.95,

Ginott, Dr. Hai0 G., Between Parent and Child. New York: AvonBOoks, 1971, .$1.25

,

Gordon, Ira J., Baby Learning Through Baby PlaySt.4Martins Press, 1970, $5.95

. Wheaton,Illinois:$1.95

. New York: E.P. Dutton

. , New York:

Gordon, Ira J. and "La/ly, Ronald J.,,Infants and Toddlers.4* The Institute for the Development of Human Resources,

College of Educatibn U9iversity 'of Flo4da, Gainsyille,Florida, 1969. $3.50

Gordon, Dr. Thomas, Parent Effectiveness Train g. New Yokk:Peter K. Wyden, Inc. 1970. $6.95.

.

Painte'r, Dr. Genevieve, Teach Your Baby. New Y rk: Simonand Shuster, 1971. $6.95

Salk, Dr. Lee, What Every Child Would Like His P rents to Know.New °York: David McKay, 1972. $6.95

Sharp, Evelyn,Company

Wiles,' Kimbahio: Ch

Chinking is Child's Play. New Yor E.P.'DuttonInc., 1969. $4.95

H

s E, Merrill Publishing Co.,

.t.

-122-

2CI

966. $3.95

1

GLOSSARY

Audio-visual. Seen and heard at the same tine. 'Televisionand movies axe.audio-visual. Enjoying looking at apainting is not. A painting is just visual. A recordis just audio.

Category. A eneral cISss or group of things which logically'go together. Bicycle ridirig can ro into a category o.f

. 7 "sport". or "exercise' for example.

Concept. .An idea or a thought., -The way someone sees andsunderstands something. Your-idea or "concept" of funmight be different from mine.

Gensecutive. Following one right after the other. Monday,. Tuesday and Wednesday are "consecutive" dayt. Five and

seven are nOt."consecutive" numbers, but five and six are.

Coordination. Moving-or putting together smoothly. Coordi-.

nation of muscles takes control and practice.,--

Development The proceSs of growth or bringing to a certainresult. Gradual changes in the state f something.'

EnVironment. The surroundings or conditions which influenceor have.effect on a person. EnVronment,is bdth physicaland mental. Attitudes and feelirigs of others are part of

, our environment.

Evaluate. To see what the condition of something or someone-is; Your boss can "evaluate" your work to see if you .

deserve a-raise, or you can "evaluate" a car before youbuy it.to ee if it's worth the money.

Gross movement. Gross means, big or bulky or broad. Grossmovement is large movements such.as jumping Or swinging,your arms. This is the opposite of delicate or fine move-ment such as in drawing or.embroiderini.

Inkrentory. A list orcatalog of any'cel-tain item. Stores. e .

take "inventory"of their stock to see how much they hay .0.

so191:-Trom-Tartake an 1 #. e o e i.

you are accomplishing your goals> Tp make aninventory,-_.,....-Or list.

.

----. 'Potential. The possible which can _become true. Ability if

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t.

3

O

0,. 2 4f : . .. ,- 1

. carried*oa. A person has the "potential" to learranotherlan uage. He does not haver the "potential" ot. running 70

.

-,.- .

miles an hour. '- ,.. ,' '

Ai...

6 '1

: A

PneschoOl. Any school or schooling'before.a44 five when achild generally enters school.. Itmeans before school.:This can be any age under five. g ,

Prescriptive. Desdgned to give helpful or, corrective advice.-or help. 'A doctor gives prescriptive medicine or activitiesto make you well. .

a

Profile. A-graph or sketch.describing::iimethinv or cpmeOne.' '

. .

When ou apply for a fob you give a'"profile" of yourselfto give the boss a quick idea .of what you can do. To' 'make

.a sketch or.outlinsof,omething or someone;

Retarded. Slow or behind.the accepted "normal!". ffeld.up.letter can be "retarded" in the mail. over Christmas be-cause -*cause of the overload.

C

Sequence.' A set order of one thing coming after another.,,A'connected series. ASet o'items which follow each othet.,When building 'a hdtsea certain `sequence iSafollowed..

Strategy. The plan for directing'-or Managing somethings Aplan for carrying out something'. You need a.strategy tosave money 'or learn to play-tennis.

,

.

Survey. To fake a general- loo -k or view or inspection of something. You survey a housebefore-you buy_ it. The'general -

view of something or someone after you look -it over.

16.37:

"'

.

6. each child shOuld have learned tp be reaSonably-r secure in. a .worldwhich he kneW he could' nev control,.

never really cOmpletely. understand, and never ediCt thefuture,Of'llith confideno.e.

1

.4."

: ..

WHAT EVERY CHILD NEEDS FOR FUTLIRE - -" , . _

.! . A A., ' A V., :, . -- . .

. ,1. Each, child shotild leaVe his eaxly edudation experience" ...0'wittv.a strong_deiike: to .'continue learning.. 'This is an'.:,... ',.

. e

intellectual ,age in which the desire to .1e261 and ,tie . 13 "; '%... .joy of leaining aie vita1,4OncepS for 'effective and

happy people. - -/ -. . -

,.-,! .A--,c 4

''' * ' '

v..4 , ,. . a , V ii .1 '. ". .

e".

., .-..

. Eery child should emerge "irOM'hiS ear educatioli-ex-pefi-'s : -t. -'''''''0 .eno..e with 'the* feeling of self=esteem sCI-driportarit .to ..effeC-F -> ..-- --aye living andlto h-appines,s- - -' -

,.... ,- . . . -;', .

- -! , ..- -

- 1. -.....: I. .., "4 ' 4 c... '

:1'.3. Every,.childi should have learried to:do-1e' and to -Zceive-,°,16:74-.= .--:,

This should 'not become obtolete. .. ...'

,

,'..,-, .,

.- - , , ;4, ,-:-, ,....' .

....

, . . .-_,. , .. 44',' '1..

4. The preservation of,,individual .c,reatility should` be sa° key ti....: ..--`,- -goal for all children. Much creativity is smashed 3;,n thee' "s: .first five. Years of life.. A 'great deal' is also :crushed.by "... 1..

repressive grade - oriented, highly competitive school.,Programs:- . -

.. --" ".. .- , .. ,..

d:, , ,

Everyeffort should be made 'to, help childrerf..*qui-re the ,tasic learning and communication skills. Added to thetraditional-three R's should be effective listend.Ag andviewing, since ye,,, do an- increasingly- audio-Visualworld. . ,

,

y

, .

Revised froM the 'ask Force onEarly Education, '1972.

Y.

Crf

d.

inventories - ERIC - Education Resources Information … two includes three parts. the first part in-cludes some unfinished statements for your thoughts and opinions.o the second part

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