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Hanna TherrienToddler ClassroomCDC- Peggy MeadTransition from Home to SchoolTable of Contents:General Background KnowledgePage 3Class CompositionPage 5Background Knowledge for TeacherPage 5Goals/StandardsPage 6ObjectivesPage 6Unit Assessment PlanPage 7Child Guidance PlanPage 7Planning ProcessPage 7Scope/SequencePage 7Family/Community InvolvementPage 9Annotated BibliographyPage 10Developmental level- GeneralThe toddler years are full of fundamental learning experiences and growth. These years contain some of the most influential times in a young child’s life, and are the time when children are beginning to figure out how to do things for themselves rather than someone doing it for them. Toddlers are learning new skills daily making it extremely important that caregivers and parents understand these children’s needs. There are seven developmental domains that are key parts of a toddlers learning and development. These domains include; physical development, social and emotional development, the approach of learning, creative expression/ aesthetic development, communication, health and safety, and cognitive development. While working with children, it is important to remember that no two children are alike and each child develops at their own rate. Therefore, although there are “typical” developments for toddler age children, it doesn’t mean that each child in a classroom will be able to do the same tasks at the same skill level.Physical developments for toddlers include body awareness and control, large muscle development and coordination, and small muscle development and coordination. (Developmental domains, NH Early Learning Guidelines) Throughout the day, toddlers use their bodies to explore their surroundings. My experiences with toddler age children in the past has shown me that these children are still getting to know their own bodies and what they are capable of. Toddlers are able to do much more physical activities than one might think. They are able to pick themselves up, walk up and down steps, build puzzles, use utensils while eating, use crayons/ paint, and recognize physical feelings, for example, hunger.Social and emotional development is extremely important and evident with toddler age children. In this domain children begin to understand self concept, identity, social competence, and emotional expression. (Developmental domains, NH Early Learning Guidelines) Through experience it is evident that toddler aged children need to have a secure connection with the people around them. It is normal for a toddler to have a hard time leaving their parents and heading off to their childcare facility. Often time’s toddlers will cry when their parents are dropping them off to their classroom which is why caregivers need to be ready and available to comfort these children when they are sad and reassure them that their parents will return. Toddlers often times will ask what things are and how they work, as they are very curious about their surroundings. During this time it is important to teach children about sharing and taking turns and what to do when they are upset. Erikson’s theory suggests that a teacher’s strongest relationship should be with the parents while working with toddlers. This is something I have seen at many childcare facilities as many teachers keep in close contact with the parents by letting them know what is happening during their child’s day and asking parents how things are going at home also in order to be sure that everyone is on the same page.The third domain is the approach of learning. In this domain play, learning styles, risk taking, engagement, and reflection are important for a child’s development. (Developmental domains, NH Early Learning Guidelines) It is important to do different activities with toddlers each day. Many toddlers enjoy music and time together with their friends and teachers. Singing songs and playing games with children as a group is a great way to encourage learning in a fun way. It is also important that toddlers are able to have time to pick their own things and friends to play with. Often times, they will learn new things about themselves when they are able to make up their own ideas and have time to use their imaginations.Using imaginations leads me into the next domain, creative expression and aesthetic development. In this stage children use their imagination, curiosity, and appreciation to explore learning. (Developmental Domains, NH Early Learning Guidelines) Using the approaches of learning, children will figure out what their interest are and engage with different things such as singing, dancing, and using their imaginations. Communication is fundamental at all ages, and toddler aged children are no exception. There are several different ways in which toddlers communicate with one another. Some of the things that toddlers should be able to do is respond to verbal and nonverbal cues, enjoy exploring books, and begin to experiment with writing tools. (Developmental Domains, NH Early Learning Guidelines) Most often, toddlers enjoy being able to look at pictures and create their own ideas/ stories. They also enjoy listening to stories, being read to and exploring different utensils and things around the classroom.The next domain is health and safety. Children are beginning to understand nutrition, hygiene, basic safety, and self care. Toddlers will also begin to recognize when they are hungry and when they need to use the bathroom. (Developmental Domains, NH Early Learning Guidelines) It is important to encourage toddlers to wash their hands often, especially before they have lunch/ snack and after they use the bathroom. It is very important that teachers and parents are good role models when it comes to health and safety, as children are likely to pick up on what you do as well as what you say.The final domain is cognitive development. “There are five interconnected strands that are important when thinking about this domain of learning and development; focused exploration, inquiry, concepts, critical thinking, and shared language.” (Developmental Domains, NH Early Learning Guidelines) Children at this stage should be able to describe basic cause and effect, investigate to deepen their experience, and be able to make decisions. Some examples of these experiences that many toddler age children already know are that when they do something wrong, they get spoken to, when they jump in a puddle they hear a splashing noise and get wet, etc. Piaget’s theory on cognitive development says that toddler’s knowledge develops through their sensory and motor ability.It is very clear that toddlers are capable of a lot more than meets the eye. They are learning new things every day and need encouragement and comfort from everyone around them. These children are at a crucial learning time in their lives and with help, support, communication, and cooperation from their parents and teachers, toddlers will get the type of learning experience everyone deserves. Not only are these children adorable and fun, but they are also full of knowledge and learning and need hands on support from everyone around them.Developmental level- Class CompositionThe classroom is made up of all different level children. The children range from almost 3 years old to a little over 1 ? years old. Some children have full vocabularies while others have little to no words. One of our children speaks fluent Mandarin and no English at all. Physical ability levels also differ greatly in the classroom. Some children are able to get both feet off the ground while jumping, run, gallop, etc. while other children have a hard time jumping and getting one foot off the ground. Each child has their own personality and deals with being away from home in their own way. Some children have a hard time saying goodbye and need extra guidance, while some children in the classroom say goodbye with ease. Also, some days drop offs are much smoother than others. Emotionally, the children seem to be trying to figure out how to self sooth and get through the day. Overall, although children in the classroom have a variety of needs, the children seem to mesh well together and most days run smoothly. Each child seems to understand one another and many of them are beginning to notice their friend’s needs and help them.Background Knowledge for TeachersTransitions from home to school can be hard on many children and families. After a summer full of playing outside and spending time with mom and dad, leaving them to come to school can be extremely hard. It is the teacher’s job to help with this transition and make it go as smoothly for children as possible. There are many ways of doing this, some examples are to do home visits, make books for children that have pictures of their parents, family, and homes, and allowing children to bring comfort items to school with them.Before children arrive for their first day of school, it is important for parents and teachers to discuss children’s favorite things, dislikes, and anything else that may make the transition to school harder or easier. Many children have favorite toys that make them feel comfortable, favorite games that they like to play, and favorite songs that they like to sing. By talking with parents/ visiting the child at their home, parents and teachers can make this transition easier on children.Throughout the day there are many transitions whether it is a big transition such as a drop off to school or a smaller transition such as moving from one activity to another. Some children are able to go through these transitions with ease, while others need some extra support. It is important to talk with other professionals in the building about what is being observed about each child and come up with solutions to help the children with tough transitions. Having a daily routine allows children to know what to expect while at school. Keeping this routine, helps children feel comfortable when a transition happens. Another way to help children move from one part of the day to another is by telling them what is going to happen in advance. This allows children to prepare for what is to come and not make them feel stressed about moving from one part of the day to another. Using pictures, songs, books, and games, teachers can help children move smoothly through the day. Transitions can be hard so it is important that teachers and parents are working together throughout the year to help child with each and every struggle in order to make children’s experiences at school be the best that they can be. As I stated before, each child’s temperament is different and each child is going to need support in different ways. It is important to understand each child’s individual needs in order to find the best solution to the problem.Goals/ StandardsNH Early Learning Guidelines say that a child’s sense of self and awareness of others- family, friends, community, and culture- are the most powerful elements which influence a young child’s experiences and learning. For the infant and toddler, a consistently nurturing and safe environment fosters a healthy sense of self and the ability to trust others. Focusing on transitions help toddlers learn more about:Self- ConceptIdentitySocial CompetenceEmotional ExpressionNH Early Learning Guidelines say that young children learn about their world in many ways. A growing ability to solve problems enables young children to take pride in their accomplishments. All children need a sense of accomplishment in order to feel comfortable when trying new things. Focusing on transitions and the differences in each child helps teach about:PlayLearning StylesRisk TakingEngagementReflectionObjectivesChildren will be able to: Arrive to school and say goodbye to their parentsMove from one activity to another throughout the day with easeGo to charts around the classroom to figure out what is happening nextChildren who are talking will be able to explain what is going to be happeningUnit Assessment PlanIn order to assess that each child’s needs and teachers objectives have been met, photo documentation, checklists, and observations will be used for each.Child Guidance PlanToddler age children are not likely to sit quietly at all times. In order to give whole group lessons, children will be sat down before snack and lessons will be performed swiftly but thoroughly. No child will be forced into participating, and children who are participating but who are not following directions will be given warnings then asked to leave the table until the lesson is over. Because it is hard for children to sit and listen to what is going on for long periods of time, children will also be given one on one lessons when they choose to look at an activity. This will allow teacher and children to communicate back and forth to one another in a more personal manner.Planning ProcessPlans are developed by looking at both children in the classrooms individual needs and also looking at the early learning guidelines. They are also developed through talking with other teachers in the setting and getting different points of view on what is needed in the classroom and what the classroom can do without. There will be a great amount of flexibility in the planning process, as the plans are being made around what the children’s needs are at that given time. Ideas will be formed through observations, discussions with other teachers, and online sources. This process was completed through discussions with my cooperating teacher about what is necessary in the classroom in order to make the day run smoothly.Scope and SequenceLesson 1: Home VisitsThis lesson is important so that the child is able to feel comfortable with the teacher. It allows the child to see that the parents are trusting of them and also allows the child to meet the teacher outside of the school setting. It is a great way for the child to get to know the teacher before the transition to school actually happens.Lesson 2: Family BooksFamily books are a great way to bring home life into school. These books allow children who are feeling sad about leaving their parents and home the opportunity to look at their families while they are away. It is a great way for children to feel the comfort of home while still at school.Lesson 3: Snack ScheduleA snack schedule helps children who like to have a routine see what each days snack will be. If children are feeling curious or worried about whether they will enjoy snack or not, they will be able to go up to the snack chart, find the day, and see what they will be having ahead of time. It is a great way to help transition those children who like to have set schedules.Lesson 4: Daily ScheduleA daily schedule with pictures of children performing the tasks allows children to be able to see what we have already done throughout the day, what we are going to do next, and what we will be doing later. It is a great way for the children to be independent and even inform the teachers of what is to come.Lesson 5: Stories Read by ParentsTape recordings of the parents reading their child’s favorite books allows children the comfort of hearing their parents voices while they are at school. It also provides the opportunity for children to begin to recognize other parents in the classrooms voices and other children’s in the classrooms favorite books.Lesson 6: Outside to Inside SongHaving a song for the transition from outside on the playground to inside for lunch helps children who have a hard time from moving from one activity to another figure out what is going to be happening next. It is a great way for teachers to communicate to children in a more routine way that children can catch on to and sing for themselves.Lesson 7: Lovie Item MatchingThis game will allow children to match their friend’s faces to their lovie item that they bring with them to school. Each child has their own lovie item whether it is a bottle, pacifier, blanket, or toy, it is important for each child to realize that everyone has something to help them feel safer.Lesson 8: Daily NotebooksWriting in daily journals allows the parents an opportunity to know what their children are doing at school while they are working. It is a great way for parents to read about their children’s days and see pictures. It is also nice for parents to be able to show their children the pictures in the notebooks so children can look back on what they had done during the day.Family and Community Involvement PlanEach day we take the time to write in each child’s journal for parents to read about their individual child’s day. We write about what children’s interests were that day, what they talked about, and even add pictures some days. Along with writing in children’s journals daily, we write daily notes which are put outside of the classroom where parents sign their children in and out. These notes contain an overview of the children’s day as a whole and also contain many group pictures. Often times when something in the classroom is happening, parents also receive newsletters from parents. These are two examples of newsletters I have written to parents:Example 1:Dear Families,My name is Hanna Therrien and I am a 22 years old senior at Keene State College graduating with degrees in Early Childhood Education and Communication. I was born and raised in Cheshire County, growing up in Swanzey, NH and now living in Troy, NH with my fiancé Alex, my dog Lilly, and my cat Timber. I have enjoyed working with children my whole life; babysitting since before I can remember, working at The Children’s Learning Center, and completing my methods courses at Keene Montessori School in the preschool classroom, and Jonathan Daniels School in the first grade. Outside of school and work, my interests include spending time outdoors and spending time with family. I am always busy trying to live life to its fullest and am currently planning a wedding, buying a house, and finishing school, all of which I find to be extremely fun, exciting, and stressful all at the same time. I have a great passion for working with children and my goal is to someday start my own child care facility. I find that working with both children and families is one of the most rewarding and fulfilling careers out there. I look forward to getting to know each of you and your children during these next 7 weeks.Thank you,Hanna TherrienExample 2:Dear Families,During my student teaching, my curriculum has been focused on your children’s transitions from home to school. You may have noticed a daily picture schedule as well as a snack schedule in the classroom used to foster children’s awareness of their day at school. For my next activity, I would appreciate if each family would bring one of your child’s favorite stories to the CDC with you. After dropping off your child or before picking them up, I would like for you to take a couple of minutes to go into Peggy’s office and tape record the story. We will offer these tapes during the day for all of the children to listen to. I thank you in advance for your participation and cooperation.Also, beginning next week, I will be starting my two weeks of solo teaching in the toddler classroom. During this time, I will act as the primary teacher. I plan on taking the time to make sure that children’s schedules remain the same, and all of the staff including Peggy and Beth will be in the classroom at their normal times. Thank you, Hanna TherrienAnnotated BibliographyTeachers:Bredekamp, S., & Copple, C. (2009). Developmentally appropriate practice in early childhood programs (3rd ed.). Washington, D.C.: National Association for the Education of Young Children.This book is full of information on what is appropriate for children and who is not depending on their ages. It is a great source for all teachers.Carr, M. (2001). Assessment in early childhood settings: learning stories. London: P. Chapman Pub. ;.This book takes a look at real life stories and gives teachers an idea on how to assess these situations.Charney, R. (2002). Teaching children to care: classroom management for ethical and academic growth, K-8 (2nd ed.). Greenfield, MA: Northeast Foundation for Children.This book teaches teachers how to teach children. Denton, P. (2007). The power of our words: teacher language that helps children learn. Turners Falls, MA: Northeast Foundation for Children, Inc..This book gives teachers an understanding of how to talk with children in order for them to understand and learn from the words.Free Preschool Curriculum Online Curriculum Ideas for Preschoolers JumpStart. (n.d.). Virtual World Games for Kids - Online 3D Virtual World JumpStart. Retrieved September 24, 2012, from website is full of worksheets, games, holiday resources, etc to get the teachers mind moving.Infant & Toddler Lesson Plans Ideas. (n.d.). Looking for Daycare & Family resources? Pamm's House helps you out.. Retrieved September 24, 2012, from website contains handouts, book ideas, sign language links etc.The Activity Idea Place - preschool themes and lesson plans. (n.d.). The Activity Idea Place - preschool themes and lesson plans. Retrieved September 24, 2012, from website is broken up into seasonal ideas containing categories such as pumpkins, leaves, bubbles, etc.Self-care, t., & self-respect.. (n.d.). Toddler Curriculum, Toddler Lessons, Toddler Themes, Monthly Themes For Toddlers . Site Map, Daycare Forms, Preschool Forms, Preschool Games, Toddler Activities, Curriculum, Lessons, Starting A Daycare . Retrieved September 24, 2012, from website gives monthly lesson ideas for children ranging from 18 months to 2 ? years old.Toddler curriculum ideas. (n.d.). Pinterest / Home . Retrieved September 24, 2012, from is full of different activities and ideas for both teachers and parents.Children:Blomberg, D. L., & Ulrich, G. (1999). Sam and Gram and the first day of school. Washington, DC: Magination Press.This book is about a child’s first days at school and how it went.Danneberg, J., & Love, J. D. (2000). First day jitters. Watertown, MA: Whispering Coyote.This book is about those hard to get through first days of school.Falwell, C. (1993). We have a baby. New York: Clarion Books.This book eases children into becoming big brothers or big sisters.Penn, A., Harper, R. E., & Leak, N. M. (1993). The Kissing hand. Washington, D.C.: Child Welfare League of America.This is a children’s book about a mommy raccoon who kisses her child’s hand so that the kiss can go with the child to his first night of schoolRusackas, F., & Burris, P. (2003). I love you all day long. New York: HarperCollins.This is a transitioning book for those first days of schoolRylant, C., & Hayashi, N. (1999). Bunny bungalow. San Diego: Harcourt Brace.Helps children with the transition of moving from one home to another.Schwiebert, P., DeKlyen, C., & Bills, T. (1999). Tear soup: a recipe for healing after loss. Portland, Or.: Grief Watch.Teaches children about losing a loved one and how hard it can be.Thomas, P., & Harker, L. (1999). My family's changing: a first look at family break up. Hauppauge, NY: Barron's.This book takes a look at what happens when parents are splitting up. ................
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