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The Infant and Toddler Curriculum is based on the developmental milestone the students should be having during their time of growth. Though not all children grow at the same pace due to various circumstances teachers should be aware of the following developments and milestones to find ways to help their students through their time in our care. Please review the Curriculum and use it as a guide to help you and your students grow. The Curriculum can be flexible and adjusted to the needs of the class or individual student.

Content Support Material

• Monthly theme of Topic * Infant Lesson Plan Template

• Weekly themes of Topic * Toddler Lesson Plan Template

• Activities to foster those topics * 0-12 Planning Tool

• Developmental milestones of various ages/stages * 12-24 Planning Tool

Including but not limited to motor (both fine/gross), * Sign_Language.pdf

cognitive, social emotional, Language.

• Activities in various areas including but not limited to

sensory, language, music and movement and art

• Tips for best practices

• Kaplan STEM Activities and Important Dates.

|August Thematic Unit |Young Infants 0-8 mos. |Mobile infants 8-18 mos. |Toddlers 18-36 mos. |

|Monthly Theme/Topic: |Motor: |Motor: |Motor: |

|Building Self Awareness and Relationship |1-2 mos. Retains hold of object/rattle |5 mos. Pushes up on extended arms | |

|Home base: |1-2mos. Brings hand towards center of body when laying |5mos. Pulls to sitting with no head lag |Gross: |

|Finding ways to always be there for the child while |on back |8-9 mos. Crawls forward on belly |8-9 mos. Crawls forward on belly |

|he/she explores. Such as scaffolding, giving hugs or |5 mos. Pushes up on extended arms |8-9 mos. Assumes hand and knee position |8-9 mos. Assumes hand and knee position |

|hand for support and encouragement often. |5 mos. Pulls to sitting with no head lag | |12-16 mos. walks alone |

|Build Confidence: | |Cognitive: |13-16 mos. pull toys behind him while walking |

|Show children how important they are and delight them|Cognitive: |4-7 mos. Peek a boo |Fine: |

|on their own explorations discoveries and |0-1mos. Responds to voice i.e. turn to wiggle reacts |4-7 mos. Looks for family member or pet when named. |14-16mos. Scribbles spontaneously |

|accomplishments. |2-3mos. Watches face intently |8-9 mos. Looks at correct picture when image is named | |

|Activities of self- awareness: |4-7 mos. Peek a boo |8-10 mos. Explores object in various ways (shaking, |Cognitive: |

|Have child engage in mirror play |4-7 mos. Looks for family member or pet when named |banging, throwing, dropping) |8-9 mos. Looks at correct picture when image is named |

|Place rattle/toy in front of infant/ toddler for them| | |8-10 mos. Explores object in various (shaking, banging, |

|to try and grasp |Language: |Language: |throwing, dropping) |

|Activities to Building relationships: |1-2 mos. Makes sucking sounds |4-7 mos. Laughs and squeals out loud |13-15mos. finds objects even when hidden under 2-3 covers |

|Work with parents on maintaining a consistency from |2-3mos. Smiles at the sound of voice |4-7 mos. distinguishes emotions by tone of voice. |15-20mos. will listen to short story books with pictures |

|home and school (child will gain trust of teacher) |4-7 mos. Laughs and squeals out loud |7-8 mos. Babbles “dada” “mama” |Language: |

|Have one on one with child throughout day such as |4-7 mos. Distinguishes emotions by tone of voice. |7-9 mos. Says “no” with meaning. |7-8mos. Babbles “dada” “mama” |

|feeding, reading books, singing and also naptime. |Social emotional: |Social emotional: |7-9 mos. Babbles with inflection |

|Use self talk where you allow time for child to know |1-3 mos. makes eye contact |4-7 mos. enjoys social play |13-15mos. Says “no” with meaning |

|what you are doing such as in diaper changing, |1-3 mos. Begins to smile |5-7 mos. Interest in mirror |13-15 mos. Follows simple one step instructions |

|naptime etc. |4-7mos.enjoys social play |8-12 shy or anxious with strangers |Social emotional: |

|Tips for best practices: |5-7 mos. Interest in mirror |8-12 cries when mother /father leaves |8-12 shy or anxious with strangers. |

|Observe students daily | | |8-12 cries when mother/father leaves |

|Follow the child's lead | | |18-24 mos. Imitates behavior of others |

|Have one on one time daily | | |20-24 increasingly enthusiastic about company or other |

|Rotate toys, props and material | | |children |

|Put things on low shelves | | | |

|Sensory: |Art: |Music and Movement: |Language: |

|Use material that allows them to be aware of their |focus on color red paint in a Ziploc bag on floor, |prepare a lot of songs one on one |Work basic signs for please, more, finish, thank you. |

|surroundings such as hanging mobiles in the changing |painting for the older ones even crayons(jumbo crayons)|peek a boo through scarves. |Read picture books |

|table/cribs, use pattern on crib sheets or throughout|hand or foot print arts |Rotating music heard throughout the day. Slow, fast, |Use easy communication during arrival time so students have |

|room and textures object | |upbeat, calm. |easy drop off. |

|Kaplan STEM Activities: |Holiday and Events: |

|ITT=Bubbles Children of all ages love to watch bubbles fly through the air, some catch , pop, stomp on them, |Early Release days before school (cleaning / preparation days before school) |

|and even blow them. |School Wide Training Days |

|TT= Counting: use as many opportunities as possible to count with the children. How many steps does it take? |Meet and greet the Teacher Day August 19 |

|, how many friends are here today?, how many birds can you see? |First day of School |

|TT=measure your friends in blocks: have children lay flat on the ground and stack blocks alongside them. | |

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|Sign Language: | |

|Mas | |

|Terminamos / Acabo | |

|Dormir | |

|Cambio | |

|September Thematic Unit |Young Infants 0-8 mos. |Mobile infants 8-18 mos. |Toddlers 18-36 mos. |

|Monthly Theme/Topic: |Motor: |Motor: |Motor: |

|Strengthening Self Awareness and Relationship |• 3mos. raises head and cheek when lying on stomach. | | |

|• Safe: |• 3mos. Supports upper body with arms when lying on |Gross motor |Gross: |

|Finding ways to always ensure the safety of the |stomach. |• 5/6 mos. Sits with support of his/her hands |• 8-10mos. Gets to sitting position without assistance |

|students both inside and out. Reassuring safety to |• 5/6 mos. Sits with support of his/her hands |• 6/8 mos. Sits unsupported for short periods |• 8-10mos. Pulls self-up to standing position. |

|child. Example: letting him/she know they are ok. |• 6/8 mos. Sits unsupported for short periods |8-10mos. Gets to sitting position without assistance |12-15 mos. Carries large toy or several toys while walking |

|•Strengthening Confidence: Allowing children to | |8-10mos. Pulls self-up to standing position. |16-18mos Begins to run stiffly |

|explore freely with teacher scaffolding. Encouraging | | | |

|with positive guidance and motivation. |Cognitive: |Fine motor: |Fine motor: |

| |• 2 mos. Follows moving objects. |7-10mos.uses pincer grasps ( grasp using thumb and |7-10mos.uses pincer grasps (grasp using thumb and index |

|Activities of strengthening self- awareness: |• 3mos Recognizes familiar objects and people at a |index finger) |finger) |

|• Have child engage in mirror play |distance |8-12 mos. Bangs one to two inch cubes together. |8-12 mos. Bangs one to two inch cubes together. |

|• Place rattle/toy in front of infant/ toddler for |• 4-7 mos. Explores with hands and mouth | |12-18mos. Turns over container to pour out contents |

|them to try and grasp |• 4-7 mos. Tracks moving objects with ease. | | |

| | |Cognitive: |Cognitive: |

|Playing one on one game with teacher | |• 4-7 mos. Explores with hands and mouth |9-12mos. Enjoys looking at pictures in books. |

|This little piggy on child’s toe. |Language: |• 4-7 mos. Tracks moving objects with ease. |9-12mos. Imitates gestures. |

| |• 3mos. Cooing noises; vocal play begins |9-12mos. Enjoys looking at pictures in books. |• 15-24 mos. Identifies one body part |

| |• 1-3 mos. Attends to sound |9-12mos. Imitates gestures. |20-24 mos. Begins to sort shapes and colors. |

| |• 4-6 Responds to sound by making sounds | |Language: |

| |• 4-7 mos. Responds to spoken “bye bye” by waving |Language: |8-10mos. Says “mama” and “dada” for specific person |

|Activities to strengthening relationships: |Social emotional: |4-6 Responds to sound by making sounds |9-12mos. Responds to no by briefly stopping activity and |

|• Work with parents on maintaining a consistency from|• 2-3 mos. Enjoys playing with other people and may cry| |noticing adult. |

|home and school (child will gain trust of teacher) |when playing stops |4-7 mos. Responds to spoken “bye bye” by waving |15-18 mos. Says several single words. |

|• Have one on one with child throughout day such as |• 2-3 mos. Becomes more communicative and expressive |8-10mos. Says “mama” and “dada” for specific person |18-24mos. Recognizes names of familiar people, objects and |

|feeding, reading a books, singing and also naptime. |with face and body. |9-12mos. Responds to no by briefly stopping activity |body parts. |

| |• 6mos. Can calm down with ½ hour when upset. |and noticing adult. | |

|Singing Buenos dais with peers / teacher names. |• 4-7mos. Responds to other people’s expression of | |Social emotional: |

|Tummy time as a class/ small group. |emotion |Social emotional: |10-12mos.Enjoys imitating people in their play. |

| | |6mos. Can calm down with ½ hour when upset. |8-12mos. Show specific preferences for certain people and |

|Tips for best practices: | |4-7mos. Responds to other people’s expression of |toys. |

|• Observe students daily | |emotion |18-24mos. Demonstrates increasing independence. |

|• Follow the child’s lead | |10-12mos.Enjoys imitating people in their play. |18-24mos. Begins to show defiant behavior. |

|• Have one on one time daily | |8-12mos. Show specific preferences for certain people | |

|• Rotate toys, props | |and toys. |Self help skills: |

|and material | | | |

|Allow tummy time with peer and teacher. | |Self help skill: |8-12 mos. Finger feeds him/her self. |

|Sing morning greeting even for Infants. | |8-12mos. Finger feeds him/her self. |13-18mos. Starts to feed self with spoon, with some spilling |

|Slow down the pace and follow infants lead while | | |18-24 mos. Likes to play with food when eating. |

|doing observation. | | | |

|Sensory: |Art: |Music and Movement: |Language: |

|Work textures sense of touch through feet or hands. |• texture objects |• sing songs only use cd player during specific times |• Describe what child is doing when they are doing it. |

| |Paint with color purple |such as nap |Use signs for more, milk, banana, please and thank you. |

| |Ripping paper | | |

|Kaplan STEM Activities: |Holiday and Events: |

|T=shadow sketch: let the children take their favorite toy outside during outdoor playtime let them use |Hispanic Heritage Month |

|sidewalk chalk to trace and outline the shadow. |Grandparents Day September 9th |

|T=Light and Color: Gather several different flashlights cover them each with a different shade of tissue |Mexico Independence Day Sept. 16th |

|paper secure with a rubber band and look at the color that shines. |Labor Day Sept. 3 No classes Holiday. |

|TT=Shapes in Our World: There are shapes all around us. Think about objects that the children see daily and |Ice cream social |

|talk about their shapes start with the basic shapes circle, square, and triangle. |First Day of Fall September 22 |

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|Sign Language: | |

|Ayuda | |

|Jugar | |

|Comer | |

|Leche | |

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|October Thematic Unit |Young Infants 0-8 mos. |Mobile infants 8-18 mos. |Toddlers 18-36 mos. |

|Monthly Theme/Topic: |Motor: |Motor: |Motor: |

|Learning and adapting to Daily routines |2-3mos. Stretches legs out when lying on stomach on | | |

| |back. |Gross: |Gross: |

|•Learning Daily routines: |2-3mos. Opens and shuts hands |6-7 mos. Supports whole weight on legs. |• 9mos. Creeps on hands and knees |

|Finding ways to set a routine with Infants. This can |6-7 mos. Supports whole weight on legs. |6mos. Grasps feet |• 9-10 mos. Gets from sitting to crawling or prone (lying on |

|be both a child directed routine or a Teacher |6mos. Grasps feet |9mos. Creeps on hands and knees |stomach.) |

|directed routine such as daily feeding, naptime, | |9-10 mos. Gets from sitting to crawling or prone (lying|18-24 mos. Walks into ball |

|tummy time, one on one and more. |Cognitive: |on stomach.) |16-24 mos. Climbs onto and down from furniture. |

| |3mos. Starts using hands and eyes in coordination | | |

|•Adapting to Daily Routines: Allowing children to |6-7 mos. Finds partially hidden objects. |Fine motor: |Fine motor: |

|explore and adapt to new routines. This includes |5-6 mos. Grasps objects dangling in front of him/her | |• 9-12 mos. Pokes with index fingers |

|setting up a normal nap routine for all the students |5-7 mos. Looks for fallen toys. |9-12 mos. Pokes with index fingers |• 10-12mos. Puts objects into container |

|at the same time. Learning and adapting to new ways | |10-12mos. Puts objects into container |20-24mos.Builds tower of four or more. |

|of doing things. Such as from cribs to cots for the | | | |

|older, bottle fed to food fed etc. |Language: | |Cognitive: |

| |1-3mos. Startles to loud noise. |Cognitive: |• 9-12mos. Engages in simple games of Peek a Boo, Pat-a- |

|Activities of learning routine: |4-6mos. Uses voice to express joy and displeasure |• 5-6 mos. Grasps objects dangling in front of him/her |cake, or rolling ball to another |

|• follow babies/toddlers lead |5-6 mos. Localizes or turns toward sounds. |• 5-7 mos. Looks for fallen toys. |• 10-12 mos. Finds hidden objects easily. |

|• allows child to choose toy of play. |5-7 mos. Syllable repetition begins |9-12mos. Engages in simple games of Peek a Boo, Pat-a- |20-24 mos. Begins make believe play |

|Make Transition from home and school easy (add family| |cake, or rolling ball to another | |

|photos, label things of pictures and names.) | |10-12 mos. Finds hidden objects easily. | |

|Activities of adapting routine: | | |Language: |

|• Work with parents on maintaining a consistency from|Social emotional: |Language: |• 9-14 mos. Responds to simple verbal requests, such as “give|

|home and school (child will gain trust of teachers |8-12mos. Shy or anxious with strangers. |• 5-6 mos. Localizes or turns toward sounds. |me” |

|with a set routine of arrival and departure.) |8-12mos cries when mother or father leave. |• 5-7 mos. Syllable repetition begins |• 12mos. Makes simple gestures such as shaking head for “no” |

|• Have one on one with child throughout day such as | |9-14 mos. Responds to simple verbal requests, such as |18-24mos. Points to object or picture when it’s named for |

|feeding, reading a book, singing and naptime. Do | |“give me” |them |

|daily routine to adapt Infants/toddlers | |12mos. Makes simple gestures such as shaking head for |16-18 mos. Repeats words overheard in conversation. |

| | |“no” | |

|Allowing older students to adjust to new routine | | |Social emotional: |

|preparing them for the next class up. | |Social emotional: |10-12 mos. Enjoys imitating people in his play |

| | |8-12 shy or anxious with strangers |8-12mos. Shows specific preferences for certain people and |

|Tips for best practices: | |8-12 cries when mother /father leaves |toys. |

|• Observe students during routine/changes of routine.| |10-12 mos. Enjoys imitating people in his play |Episodes of separation anxiety increase toward midyear, then |

|How they respond or act. Write it down on anecdotal | |8-12mos. Shows specific preferences for certain people |fade. |

|notes. | |and toys. | |

|• Follow the child’s lead in activities. | | | |

|• Have one on one time daily. | | | |

|• Rotate toys, props and material | | | |

|Sensory: |Art: |Music and Movement: |Language: |

|Discuss and provide sounds |• review orange with sensory painting Ziploc bags on |•Respect quiet times for children |• use Picture Books with words to learn in Spanish. Including|

|Make wind chimes. |floor. |Action and movement songs with teacher assistance or |books about animals |

| | |not. |Learning signs about basic animals such as cat, dog, fish |

| |• textured paper object on such as brown roll, bubble |Yoga positions |etc. |

| |wrap etc. | | |

| |Large butcher paper and jumbo crayons | | |

|Kaplan STEM Activities: |Holiday and Events: |

|ITT=Squishing and Squashing: let the children explore how different objects feel such as a pumpkin the |Prepare for El Día de los Muertos: |

|outside, the inside and etc. Does it feel smooth, squishy, soft, rough, hard or more. |November 2 |

|TT=More or less: Fill a medium sized container with water supply measuring cups to use as water toys. Talk |Fire Safety Week |

|with the children about how larger measuring cups hold more water and smaller measuring cups hold less, show |Halloween and Parade |

|them the difference side by side. Be sure to use extra precaution or have extra supervision for this even |Fall Festival /Festival de Otoño |

|with young children. |Columbus Day October 8 staff in-service Day |

|T=Block shape Matching: Take a large piece of white butcher paper. Trace the outline of several different | |

|shapes of unit blocks or any other uniquely shaped blocks. Leave a good bit of open space between each shape.| |

|Later the children can match up the unit blocks with the outlines in a puzzle-like fashion. | |

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|Sign Language: | |

|Medicina | |

|Banano | |

|Agua | |

|Libro | |

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|November Thematic Unit |Young Infants 0-8 mos. |Mobile infants 8-18 mos. |Toddlers 18-36 mos. |

|Monthly Theme/Topic: |Motor: |Motor: |Motor: |

|Language Development and Early Literacy “Let’s Talk” |3mos. Pushes down on his legs when his feet are placed | | |

| |on firm surface. |Gross: |Gross: |

|• Language Development: |3mos. Occasionally rolls from stomach to back |6-7mos. Transfers objects from hand to hand |10-13 mos. Walks holding on to furniture |

|Language development comes in all forms. Teachers |6-7mos. Transfers objects from hand to hand |6mos. Uses raking grasp (not pincer grasp) |11-13mos. Stands momentarily without support. |

|Can find forms of language the student uses such as a|6mos. Uses raking grasp (not pincer grasp) |10-13 mos. Walks holding on to furniture |18-24 mos. Walks up and down stairs holding on to support. |

|variety of cries, babbling or cooing, sign language | |11-13mos. Stands momentarily without support. |Fine: |

|and verbal communication. ( How can you help expand |Cognitive: | |10-12 mos. Takes objects out of container |

|their form of language.) |8-9mos. Looks at correct picture when image is named. |Fine: |10-12mos. Tries to imitate scribbling. |

| |8-10mos Explores objects in many different ways |10-12 mos. Takes objects out of container |20-24 mos. Builds tower of four blocks or more. |

|•Early Literacy: |(shaking, banging, throwing , dropping) |10-12mos. Tries to imitate scribbling. |21-24mos. Completes simple knobbed wooden puzzles of 3-4 |

|Providing and promote a wide range of literacy | | |pieces. |

|material at a young age will help the development in |Language: |Cognitive: |Cognitive: |

|children. Providing books, paper and writing utensils|7-8mos. Babbles “dada” and “mama” |8-9 mos. Looks at correct picture when image is named |9-12mos. Engages in simple games of Peek a Boo, Pat-a- cake, |

|and including a print rich environment. |7-9 mos. Babbles with inflection |8-10 mos. Explores object in various ways (shaking, |or rolling ball to another |

| |8-10mos. Says “dada” and “mama” for specific person. |banging, throwing, dropping) |10-12 mos. Finds hidden objects easily. |

|Activities of Language Development: | |9-12mos. Engages in simple games of Peek a Boo, Pat-a- |20-24 mos. Begins to sort shapes and colors |

|• Have child engage in circle time with a wide range | |cake, or rolling ball to another |20-24 mos. Begins make believe play |

|of Spanish vocabulary each day. | |10-12 mos. Finds hidden objects easily. |Language: |

|• parallel talking to children as they are | |Language: |9-14 mos. Responds to simple verbal requests, such as “give |

|interacting with peers/teachers and doing certain |Social emotional: |7-8 mos. Babbles “dada” “mama” |me” |

|activities |8-12 mos. Shy or anxious with strangers |7-9 mos. Says “no” with meaning. |12 mos. Makes simple gestures such as shaking head for “no” |

|Activities of Early Literacy: |8-12 mos. Cries when mother or father leaves. |9-14 mos. Responds to simple verbal requests, such as |16-18 mos. Repeats words overheard in conversations. |

|• Provide a print rich environment labeling toys, | |“give me” |18-24mos. Uses two-words sentences. |

|centers, multicultural and antibias pictures, etc. |Special Project: Thanksgiving |12 mos. Makes simple gestures such as shaking head for | |

|• Provide a wide range variety of books. |Infants A: Matted Art |“no” | |

|Offer students a wide range of writing utensils. |[pic] |12mos. Uses exclamation such as “oh oh” “uh oh” |Social emotional: |

| |Infants B: Matted Art | |8-12 mos. Prefers mother and /or regular care provider over |

|Tips for best practices: |[pic] |Social emotional: |all others. |

| | |8-12 mos. shy or anxious with strangers |10-12mos.Repeats sounds or gestures for attention |

|• Listen and talk to students. |Toddlers A: Laminated Turkey Placemat |8-12 mos. cries when mother /father leaves |18-24 mos. Imitates behavior of others |

|• Responds to child’s gestures, body posture and |[pic] |8-12 mos. Prefers mother and /or regular care provider |20-24 increasingly enthusiastic about company or other |

|social/communication skills. |Toddlers B: Laminated Placemat |over all others. |children |

|• Have one on one time daily |[pic] |10-12mos.Repeats sounds or gestures for attention | |

|• Rotate literacy material. | | |Self help: |

| | |Self help: |18-24 mos. Can drink from open cup with some spilling |

| | |8-12 mos. Finger feeds himself | |

| | |9-12mos. Extends arm or leg to help when being dressed | |

|Sensory: |Art: |Music and Movement: |Language: |

|Read board books with a lot of textures. |• focus on color brown paint in a Ziploc bag on floor, |• sing and chant to students (wait for response) |• Teacher made books with pictures and vocabulary |

|Watching and feeling bubbles (allow them to fall on |coloring with brown jumbo crayons |• record students engagement to music and movement. |• use pictures as visual vocabulary cards. |

|their arm and leg. | |• musical instruments |• read a wide range of books. |

|Ripped paper hiding letter blocks older students |• holding touching and tearing paper | | |

| | | | |

| |Feel sticky contact paper. | | |

|Kaplan STEM Activities: |Holiday and Events: |

|T= How many toddlers: Obtain the largest box you can find. Predict how many toddlers can stand inside the box|Altar del Día de los Muertos November 2 |

|comfortably. Then see if you can fit more toddlers in the box if they are sitting down or if they are |Thanksgiving Dinner in individual class with small presentation |

|standing up. |Thanksgiving Holiday school closed November 22 and 23 |

|TT= In, Out, Under, and on Top: Take a medium sized box and an object that will fit comfortably inside the |Parent Teacher Conferences beginning of November |

|box. Put the object in the four different positions. Describe each position as you are doing it. Have fun |Turkey in disguise |

|with it. The children will think that you are trying to hide it and enjoy it. |Stone soup activity week |

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|Sign Language: | |

|Gato | |

|Compartir | |

|Pan | |

|Bola | |

|December Thematic Unit |Young Infants 0-8 mos. |Mobile infants 8-18 mos. |Toddlers 18-36 mos. |

|Sensory: |Art: |Music and Movement: |Language: |

|Touching and feeling different textures. |• focus on color green using paint, crayons(jumbo |• using other toys and material to make music and |• teach signs for hurt, no, yes, stop, more etc. |

|Massaging hands and feet. |crayons) or various material. |sounds |• Read winter picture books |

|Use texture bags with a wide range of material. |• hand or foot print arts |• rido o silencio game activity with teachers |• Provide parents with resources on baby massages. |

| |Water painting |• can you hear it activity (covering ears to sounds) | |

| |Mash Potato(box kind to look like snow) sensory. | | |

|Kaplan STEM Activities: |Holiday and Events: |

|ITT= Color Mixing: Add water into a basin or bowl. Talk with the children about how clear the water is . Add |Brown Santa |

|in 5-7 drops of blue food coloring and mix it around. Talk with the children about how the water changed |Holiday Concert |

|color. Talk with the kids about how you can mix colors together to make other colors. Now mix in equal drops |Classroom Holiday Party /Santa Visit |

|of yellow food coloring. Mix again by combining yellow food coloring with the blue and it makes green. |School closed for Winter Break December 25 |

|TT= Go for a walk either outside or indoors. Choose one color and see how many objects you can find that is |Special Project: Navidad |

|that particular color. For young children it is easiest to start with a simple color such as red, blue or |Infants A: Hand prints Infants B: Foot prints Ornaments |

|green. if you are able to collect some of the objects to bring inside or back to the classroom to look at |[pic] [pic] |

|together is ideal. |Toddlers A: Christmas tree Card Toddlers B: Christmas tree Card |

|TT=Senses Walk : Take the children on a sensory walk outdoor. Talk with the children about their five senses |& Xmas Ornament & Xmas Ornament |

|(sight, hearing, touch, smell and taste) and how they are going to use their senses on the walk. |[pic] [pic] [pic] [pic] |

|Sign Language: | |

|Por Favor | |

|Gracias | |

|Manzana | |

|Abrazo | |

|January Thematic Unit |Young Infants 0-8 mos. |Mobile infants 8-18 mos. |Toddlers 18-36 mos. |

|Monthly Theme/Topic: |Motor: |Motor: |Motor: |

|Cognitive Development: Imitation, Curiosity, |1-2 mos. Retains hold of object/rattle |5 mos. Pushes up on extended arms | |

|Discovery: |1-2mos. Brings hand towards center of body when laying |5mos. Pulls to sitting with no head lag |Gross: |

|• Imitation: |on back |8-9 mos. Crawls forward on belly |8-9 mos. Crawls forward on belly |

|Allowing child to imitate actions of what they see. |5 mos. Pushes up on extended arms |8-9 mos. Assumes hand and knee position |8-9 mos. Assumes hand and knee position |

|Including not limited to activities being done in |5 mos. Pulls to sitting with no head lag | |12-16 mos. walks alone |

|front of child(teacher can be the role model) Child | | |13-16 mos. pull toys behind him while walking |

|will follow actions. |Cognitive: |Cognitive: | |

|Curiosity: Allow child to use curiosity to learn or |0-1mos. Responds to voice i.e. turn to wiggle reacts |4-7 mos. Peek a boo |Fine: |

|explore as he/ she can. This can include in play, |2-3mos. Watches face intently |4-7 mos. Looks for family member or pet when named. |14-16mos. Scribbles spontaneously |

|during one on one, or even during eating or etc. |4-7 mos. Peek a boo |8-9 mos. Looks at correct picture when image is named | |

|•Discovery: Allow and provide the children with ample|4-7 mos. Looks for family member or pet when named |8-10 mos. Explores object in various ways (shaking, |Cognitive: |

|time to explore and discover freely with teacher | |banging, throwing, dropping) |8-9 mos. Looks at correct picture when image is named |

|scaffolding and observing. |Language: | |8-10 mos. Explores object in various (shaking, banging, |

| |1-2 mos. Makes sucking sounds |Language: |throwing, dropping) |

|Activities of Imitation: |2-3mos. Smiles at the sound of voice |4-7 mos. Laughs and squeals out loud |13-15mos. finds objects even when hidden under 2-3 covers |

|• Have child engage in one on one to mimic and |4-7 mos. Laughs and squeals out loud |4-7 mos. distinguishes emotions by tone of voice. |15-20mos. will listen to short story books with pictures |

|imitate what teacher does. |4-7 mos. Distinguishes emotions by tone of voice. |7-8 mos.Babbles “dada” “mama” |Language: |

|• peek a boo | |7-9 mos. Says “no” with meaning. |7-8mos. Babbles “dada” “mama” |

|Clapping hands activity |Social emotional: |Social emotional: |7-9 mos. Babbles with inflection |

| |1-3 mos. makes eye contact |4-7 mos. enjoys social play |13-15mos. Says “no” with meaning |

|Activities of Curiosity: |1-3 mos. Begins to smile |5-7 mos. Interest in mirror |13-15 mos. Follows simple one step instructions |

|• put toys in containers allowing children to take |4-7mos.enjoys social play |8-12 shy or anxious with strangers |Social emotional: |

|out and put back in. |5-7 mos. Interest in mirror |8-12 cries when mother /father leaves |8-12 shy or anxious with strangers. |

|• Allowing child to face eyes to objects to be | | |8-12 cries when mother/father leaves |

|curios. | | |18-24 mos. Imitates behavior of others |

|Observe how students use toys or material. Where do | | |20-24 increasingly enthusiastic about company or other |

|they place them? In their mouth, in a box, inside | | |children |

|another toy etc. | | | |

| | | | |

|Activities of Discovery: | | | |

|Allow children to explore toys and material | | | |

|throughout the class discovering new ways to use | | | |

|them. | | | |

|Discovering through sensory bags or sensory bottles. | | | |

| | | | |

| | | | |

|Tips for best practices: | | | |

|• Observe students during times of imitation, | | | |

|curiosity and exploration. | | | |

|• rotate material to work imitation, curiosity and | | | |

|discovery such as magnifying glass, sensory items, | | | |

|etc. | | | |

|• provide teacher made materials for the kids to | | | |

|explore. | | | |

|Sensory: |Art: |Music and Movement: |Language: |

|Use material that allows them to discover and explore|• focus on color blue color using paint in a Ziploc bag|• Listen to silent, quiet, and loud noises. |• practice greetings by saying hi and bye. |

|throughout the day both inside and out. |on floor, painting for the older ones even crayons |• make teacher made musical instruments. |Use opposite words. Such as inside/ outside, on/off, |

| |(jumbo crayons) |• rotate musical instruments |big/small etc. |

|Make safe see through shaker toys |• Rotate colors of crayons |Use scarves dance movements. |Play patty cake |

|Kaplan STEM Activities: |Holiday and Events: |

|TT=Sensory Scavenger Hunt: Hide various safe objects in the classroom's sand table. Let children enjoy |School closed January 1-2 |

|digging and searching for them with their hands. See if the children can guess what the object is by feeling |Classes begin January 3 |

|it before they see what it is. Examples of objects: cars, blocks, manipulative, pretend food, puzzle pieces, |Prepare for Spring Concert |

|counter, cookies cutter etc. |January 15 school closed for MLK staff in-service day. |

|ITT=Texture Crawling /Walking : choose various types of safe materials that have different textures. Each |Bring your pet to school Day |

|material should be at least 12'x 12". Tape them securely to the ground. Let the children slowly crawl and/or|100th day of school |

|walk along them. talk about the unique textures they are feeling. Use descriptive words such as smooth, | |

|bumpy, rough, soft, etc. | |

|TT= Disappearing act: Add a small amount of water to a shallow water basin. Add in several sponges. Let the | |

|children absorb all the water with the sponges. Talk about where the water went ? Then ask how can we make | |

|the water re-appear. | |

|Sign Language: | |

|Feliz | |

|Te quiero | |

|Triste | |

|Dolor | |

| | |

|February Thematic Unit |Young Infants 0-8 mos. |Mobile infants 8-18 mos. |Toddlers 18-36 mos. |

|Monthly Theme/Topic: |Motor: |Motor: |Motor: |

|Sensory Motor Development: |1-2 mos. Retains hold of object/rattle | | |

|Exploration, Discovery |1-2mos. Brings hand towards center of body when laying |Gross motor |Gross: |

|• Exploration through five senses: |on back |• 5/6 mos. Sits with support of his/her hands |• 8-10mos. Gets to sitting position without assistance |

|Finding ways to promote children’s exploration |5 mos. Pushes up on extended arms |• 6/8 mos. Sits unsupported for short periods |• 8-10mos. Pulls self-up to standing position. |

|through five senses. Such as offering the children |5 mos. Pulls to sitting with no head lag |8-10mos. Gets to sitting position without assistance |12-15 mos. Carries large toy or several toys while walking |

|texture sensory bags, smelly containers with various | |8-10mos. Pulls self-up to standing position. |16-18mos Begins to run stiffly |

|scents, trying new foods the parents provide. |Cognitive: | | |

|•Discovering through the five senses: Allowing |0-1mos. Responds to voice i.e. turn to wiggle reacts |Fine motor: |Fine motor: |

|children ample time to show what they have discovered|2-3mos. Watches face intently |7-10mos.uses pincer grasps ( grasp using thumb and |7-10mos.uses pincer grasps (grasp using thumb and index |

|during using their five senses of exploration. |4-7 mos. Peek a boo |index finger) |finger) |

|Observe their reactions to activities, allow them |4-7 mos. Looks for family member or pet when named |8-12 mos. Bangs one to two inch cubes together. |8-12 mos. Bangs one to two inch cubes together. |

|time to express themselves through cries, gestures, | | |12-18mos. Turns over container to pour out contents |

|body language and through sign language and verbal |Language: | | |

|communication. |1-2 mos. Makes sucking sounds |Cognitive: |Cognitive: |

| |2-3mos. Smiles at the sound of voice |• 4-7 mos. Explores with hands and mouth |9-12mos. Enjoys looking at pictures in books. |

|Activities of Sensory motor Development: |4-7 mos. Laughs and squeals out loud |• 4-7 mos. Tracks moving objects with ease. |9-12mos. Imitates gestures. |

|• allowing students time to look at themselves |4-7 mos. Distinguishes emotions by tone of voice. |9-12mos. Enjoys looking at pictures in books. |• 15-24 mos. Identifies one body part |

|through the mirror. | |9-12mos. Imitates gestures. |20-24 mos. Begins to sort shapes and colors. |

|• providing children time to explore and discovery |Social emotional: | |Language: |

|sensory activities using fine and gross motor skill |1-3 mos. makes eye contact |Language: |8-10mos. Says “mama” and “dada” for specific person |

|using their hands /arms, feet/ legs. |1-3 mos. Begins to smile |4-6 Responds to sound by making sounds |9-12mos. Responds to no by briefly stopping activity and |

|Open and fill empty egg cartons. |4-7mos.enjoys social play | |noticing adult. |

|Tissue box sensory and exploration |5-7 mos. Interest in mirror |4-7 mos. Responds to spoken “bye bye” by waving |15-18 mos. Says several single words. |

| | |8-10mos. Says “mama” and “dada” for specific person |18-24mos. Recognizes names of familiar people, objects and |

|Tips for best practices: | |9-12mos. Responds to no by briefly stopping activity |body parts. |

|• plan ahead for child to use sensory and motor | |and noticing adult. | |

|skills | | |Social emotional: |

|• provide resources to parents of sensory motor | |Social emotional: |10-12mos.Enjoys imitating people in their play. |

|development activities including engaging parents in| |6mos. Can calm down with ½ hour when upset. |8-12mos. Show specific preferences for certain people and |

|the activities. | |4-7mos. Responds to other people’s expression of |toys. |

|• Have one on one time daily | |emotion |18-24mos. Demonstrates increasing independence. |

|• Rotate toys, props and material | |10-12mos.Enjoys imitating people in their play. |18-24mos. Begins to show defiant behavior. |

| | |8-12mos. Show specific preferences for certain people | |

| | |and toys. |Self help skills: |

| | | | |

| | | |8-12 mos. Finger feeds him/her self. |

| | |Self help skill: |13-18mos. Starts to feed self with spoon, with some spilling |

| | |8-12mos. Finger feeds him/her self. |18-24 mos. Likes to play with food when eating. |

|Sensory: |Art: |Music and Movement: |Language: |

|Use items that help develop their sensory and motor |• focus on color red/pink paint in a Ziploc bag on |• introduce new finger plays/puppet shows |• learn signs for textures. |

|skills |floor, painting for the older ones even crayons (jumbo |Sway with streamers or scarfs from one way to another. |• Read books with textures |

|Hang Satin streamers |crayons) | |• turning pages of book properly, continue pointing at |

|Use texture material throughout the class. |• hand or foot print arts | |pictures in books and naming. |

|Kaplan STEM Activities: |Holiday and Events: |

|ITT= Watch Me Grow!: Start using a height or growth chart to measure the children's height. Measure at the |Chinese New Year |

|beginning of the year, mid -year, and lastly, at the end of the year. Show the children how much they have |Dental Health week |

|grown since the last time they were measured. In the early years it is amazing how fast they grow. |Valentine’s Day/ Class Party |

|TT=Tunnel Fun: Collect as many large cardboard boxes as you can find. Secure them together to make a large |President Day School Closed/ Staff in-service Day Monday February 18th |

|and long tunnel. The children will enjoy crawling through and maybe even crawling backwards through the |Engineer Week |

|tunnel. Children can also practice rolling a ball through the tunnel. | |

| | |

|Sign Language: | |

|Frio | |

|Bien | |

|Beso | |

|Cerrado | |

| | |

| | |

|March Thematic Unit |Young Infants 0-8 mos. |Mobile infants 8-18 mos. |Toddlers 18-36 mos. |

|Monthly Theme/Topic: |Motor: |Motor: |Motor: |

|Noticing Nature a sense of Wonder |2-3mos. Stretches legs out when lying on stomach on | | |

|• Helping students notice nature: |back. |Gross: |Gross: |

|Finding ways to provide students with an experience |2-3mos. Opens and shuts hands |6-7 mos. Supports whole weight on legs. |• 9mos. Creeps on hands and knees |

|of noticing nature. Providing outside objects inside |6-7 mos. Supports whole weight on legs. |6mos. Grasps feet |• 9-10 mos. Gets from sitting to crawling or prone (lying on |

|for those whom are younger and for those who are |6mos. Grasps feet |9mos. Creeps on hands and knees |stomach.) |

|older to have plenty of outdoor play to experience | |9-10 mos. Gets from sitting to crawling or prone (lying|18-24 mos. Walks into ball |

|Nature on hand. |Cognitive: |on stomach.) |16-24 mos. Climbs onto and down from furniture. |

| |3mos. Starts using hands and eyes in coordination | | |

|Activities for Noticing Nature: |6-7 mos. Finds partially hidden objects. |Fine motor: |Fine motor: |

|• Nature sensory bottle |5-6 mos. Grasps objects dangling in front of him/her | |• 9-12 mos. Pokes with index fingers |

|• post images of nature throughout the class. |5-7 mos. Looks for fallen toys. |9-12 mos. Pokes with index fingers |• 10-12mos. Puts objects into container |

|allow child to feel nature in between hands and feet.| |10-12mos. Puts objects into container |20-24mos.Builds tower of four or more. |

| |Language: | | |

|Tips for best practices: |1-3mos. Startles to loud noise. |Cognitive: |Cognitive: |

|• Observe students daily to find ways to help |4-6mos. Uses voice to express joy and displeasure |• 5-6 mos. Grasps objects dangling in front of him/her |• 9-12mos. Engages in simple games of Peek a Boo, Pat-a- |

|students develop in certain areas and skills |5-6 mos. Localizes or turns toward sounds. |• 5-7 mos. Looks for fallen toys. |cake, or rolling ball to another |

|• Follow the child's lead |5-7 mos. Syllable repetition begins |9-12mos. Engages in simple games of Peek a Boo, Pat-a- |• 10-12 mos. Finds hidden objects easily. |

|• Have one on one time daily | |cake, or rolling ball to another |20-24 mos. Begins make believe play |

|• Rotate toys, props and material | |10-12 mos. Finds hidden objects easily. | |

| | | | |

| | | |Language: |

|Special Project: Primavera / Pascua |Social emotional: |Language: |• 9-14 mos. Responds to simple verbal requests, such as “give|

|Infants A: Hand print kite |8-12mos. Shy or anxious with strangers. |• 5-6 mos. Localizes or turns toward sounds. |me” |

|[pic] |8-12mos cries when mother or father leave. |• 5-7 mos. Syllable repetition begins |• 12mos. Makes simple gestures such as shaking head for “no” |

|Infants B: Foot print blossom | |9-14 mos. Responds to simple verbal requests, such as |18-24mos. Points to object or picture when it’s named for |

|[pic] | |“give me” |them |

|Toddlers A: Foot/handprint craft art | |12mos. Makes simple gestures such as shaking head for |16-18 mos. Repeats words overheard in conversation. |

|[pic] | |“no” | |

|Toddlers B: Hand Clay Pot | | |Social emotional: |

|[pic] | |Social emotional: |10-12 mos. Enjoys imitating people in his play |

| | |8-12 shy or anxious with strangers |8-12mos. Shows specific preferences for certain people and |

| | |8-12 cries when mother /father leaves |toys. |

| | |10-12 mos. Enjoys imitating people in his play |Episodes of separation anxiety increase toward midyear, then |

| | |8-12mos. Shows specific preferences for certain people |fade. |

| | |and toys. | |

|Sensory: |Art: |Music and Movement: |Language: |

|Hang pictures at child's eye level. |• catching bubbles |• practice jumping, hoping and skipping to different |• use giant story books |

|Post images of color, shape and numbers. |• hand or foot print arts with the color green. |music. |• select stories about bodies and growing. |

|Visit outside for exploration/ can you see what I |shamrock/clover art with hands |• use scarves with movement. |• Pick stories relevant to children's lives |

|see. |finger painting | |work on signs for body parts. |

|Kaplan STEM Activities: |Holiday and Events: |

|TT=Mud Cubes: Children love playing in mud. This activity is a twist on classic mud pies. Take an ice cube |Parent Read aloud Week |

|tray. Let the children use an ice cube tray to form mud cubes. They will enjoy squishing the mud into the |Let’s plant Our Garden |

|compartments and then carefully trying to take them out. For an added challenge try stacking the mud cubes. |Lady bug release |

|TT=Coffee filter Art: Provide the children with any size, shape , or variety of coffee filter and an |Spirit Week |

|assortment of washable markers. Encourage the children to draw on the filter with the markers and observe |Dr. Seuss Read Aloud America |

|what happens. Talk with your child about why they think the marker spreads on the filter but not on paper. |Parent Appreciation week |

|ITT=Start with a Seed: Watching something small become something big is a very exciting for children. Take a |Spring Break |

|container or a pot and a plant a seed in some potting soil. Once you begin to see a sprout transfer the plant|St. Patrick’s Day |

|outside and let it continue to grow. Toddlers will enjoy watering and watching the plant come to life. | |

| | |

|Sign Language: | |

|Abierto | |

|Llorar | |

|Reir | |

|Vamos | |

|April Thematic Unit |Young Infants 0-8 mos. |Mobile infants 8-18 mos. |Toddlers 18-36 mos. |

|Monthly Theme/Topic: |Motor: |Motor: |Motor: |

|Music and Movement/ things that move |3mos. Pushes down on his legs when his feet are placed | | |

| |on firm surface. |Gross: |Gross: |

|• Music and Movement: |3mos. Occasionally rolls from stomach to back |6-7mos. Transfers objects from hand to hand |• 9mos. Creeps on hands and knees |

|Teachers will find ways to use music to find ways to |6-7mos. Transfers objects from hand to hand |6mos. Uses raking grasp (not pincer grasp) |• 9-10 mos. Gets from sitting to crawling or prone (lying on |

|encourage yoga , dance and various other movements. |6mos. Uses raking grasp (not pincer grasp) |10-13 mos. Walks holding on to furniture |stomach.) |

|Also creating music instruments as a class. | |11-13mos. Stands momentarily without support. |18-24 mos. Walks into ball |

| |Cognitive: | |16-24 mos. Climbs onto and down from furniture. |

|•Things that Move: Allowing the children to learn |8-9mos. Looks at correct picture when image is named. |Fine: | |

|about and explore objects around them that can and |8-10mos Explores objects in many different ways |10-12 mos. Takes objects out of container |Fine motor: |

|can't move. As well as learning cause and effect. |(shaking, banging, throwing , dropping) |10-12mos. Tries to imitate scribbling. |• 9-12 mos. Pokes with index fingers |

|example: if I do this it will do this. | | |• 10-12mos. Puts objects into container |

| |Language: |Cognitive: |20-24mos.Builds tower of four or more. |

|Activities of music and movement: |7-8mos. Babules “dada” and “mama” |8-9 mos. Looks at correct picture when image is named | |

|• action movement songs |7-9 mes. Bable with inflection |8-10 mos. Explores object in various ways (shaking, |Cognitive: |

| |8-10mos. Says “dada” and “mama” for specific person. |banging, throwing, dropping) |• 9-12mos. Engages in simple games of Peek a Boo, Pat-a- |

|• Place rattle/toy in front of infant/ toddler for | |9-12mos. Engages in simple games of Peek a Boo, Pat-a- |cake, or rolling ball to another |

|them to try and grasp and shake. | |cake, or rolling ball to another |• 10-12 mos. Finds hidden objects easily. |

|play songs that make the students move and dance | |10-12 mos. Finds hidden objects easily. |20-24 mos. Begins make believe play |

|allot. | |Language: | |

| | |7-8 mos. Babbles “dada” “mama” | |

|do yoga positions. |Social emotional: |7-9 mos. Says “no” with meaning. |Language: |

|Activities of things that move: |8-12 mos. Shy or anxious with strangers |9-14 mos. Responds to simple verbal requests, such as |• 9-14 mos. Responds to simple verbal requests, such as “give|

|• Play with a pull toy allowing it to follow you. |8-12 mos. Cries when mother or father leaves. |“give me” |me” |

|• have a day to show objects that move including | |12 mos. Makes simple gestures such as shaking head for |• 12mos. Makes simple gestures such as shaking head for “no” |

|demonstrating how they move. | |“no” |18-24mos. Points to object or picture when it’s named for |

|build with soft or cardboard boxes and watch them | |12mos. Uses exclamation such as “oh oh” “uh oh” |them |

|fall | | |16-18 mos. Repeats words overheard in conversation. |

|playing roll a ball. | |Social emotional: | |

| | |8-12 mos. shy or anxious with strangers |Social emotional: |

|Tips for best practices: | |8-12 mos. cries when mother /father leaves |10-12 mos. Enjoys imitating people in his play |

|• Acknowledge children's development achievements | |8-12 mos. Prefers mother and /or regular care provider |8-12mos. Shows specific preferences for certain people and |

|• Follow the child's lead | |over all others. |toys. |

|• Have one on one time daily | |10-12mos.Repeats sounds or gestures for attention |Episodes of separation anxiety increase toward midyear, then |

|• maintain physical eye contact and verbal | | |fade. |

|communication with every few minutes. | |Self help: | |

| | |8-12 mos. Finger feeds himself | |

| | |9-12mos. Extends arm or leg to help when being dressed | |

|Sensory: |Art: |Music and Movement: |Language: |

|Shake toys that make noise, ring bells, tambourine |• focus on color yellow paint in a Ziploc bag on floor,|• shake your body to the music |• sing transition songs to familiar tunes. |

|and etc. |painting or finger painting for the older ones even |• set out musical instruments various kinds |• show pictures of instruments and vocabulary |

| |crayons (jumbo crayons) |• use a wide range of music genres |• use signs for music, dance, walk and etc. |

| |• oval shapes | | |

| |crayons taped to vehicle to move from side to side. | | |

|Kaplan STEM Activities: |Holiday and Events: |

|ITT= Let's sing a song: Children's songs with phrases that repeat are great for STEM Learning. Sing some of |Egg Hunt /Party |

|the children's favorite songs with them. Incorporate dancing and movement when able. |Good Friday/School closed April 19th |

|ITT= Shake, Shake ,Shake: Fill empty plastic water bottle with various objects that make noise . Permanently |NAEYC Week of the Young Child April 8-12, 2019 |

|glue the cap on the top of the bottle, so the children are unable to open it. Infants love to roll the bottle| |

|on the floor. They will enjoy hearing the exciting and different noises the bottles make. Toddlers and twos | |

|like to roll and shake the bottles while keeping rhythm to their favorite song. | |

|ITT=Ball play: Take a couple of different types of balls outside. Football, basketball, soccer ball, bouncy | |

|ball, textured ball, etc. Let the children explore the balls. Talk about how the different balls feel. Talk | |

|about which is the heaviest and the lightest. Which ball bounces the highest? Which ball rolls the farthest? | |

| | |

|Sign Language: | |

|Review | |

|May Thematic Unit |Young Infants 0-8 mos. |Mobile infants 8-18 mos. |Toddlers 18-36 mos. |

|Monthly Theme/Topic: |Motor: |Motor: |Motor: |

|Creative Development- expressing Ideas and feelings. |Review developmental miles stones for individual |Review developmental miles stones for individual |Review developmental miles stones for individual children. |

|• Developing Creative expression and feelings: |children. |children. | |

|Finding ways for the students to express themselves | | | |

|through arts and crafts using a wide range of | | | |

|material. |Cognitive: |Cognitive: | |

| |Review developmental miles stones for individual |Review developmental miles stones for individual |Cognitive: |

| |children. |children. |Review developmental miles stones for individual children. |

|Tips for best practices: | | | |

|• repeat favorite songs and books | | |Language: |

|• Review and Repeat Activities. | |Language: |Review developmental miles stones for individual children. |

|• Have one on one time daily | |Review developmental miles stones for individual | |

|• Rotate toys and material preparing for summer. | |children. | |

| |Language: | |Social emotional: |

| |Review developmental miles stones for individual | |Review developmental miles stones for individual children. |

| |children. | | |

| | |Social emotional: | |

| | |Review developmental miles stones for individual | |

| |Social emotional: |children. | |

| |Review developmental miles stones for individual | | |

| |children. | | |

|Sensory: |Art: |Music and Movement: |Language: |

|Use material that allows them to be aware of their |• focus on color red paint in a Ziploc bag on floor, |• prepare a lot of songs one on one |• Work basic signs for please, more, finish, thank you. |

|surroundings such as hanging mobiles in the changing |painting for the older ones even crayons (jumbo |• peek a boo through scarves. |• Read picture books |

|table/cribs, use pattern on crib sheets or throughout|crayons) |• Rotating music heard throughout the day. Slow, fast, |• Use easy communication during arrival time so students have|

|room and textures objects |• hand or foot print arts |upbeat, calm. |easy drop off. |

|Kaplan STEM Activities: |Holiday and Events: |

|T=Iceberg Melting: let the children predict how ice will melt the fastest. Does ice melt faster in an empty |May 15 early release at 5pm for Westlake |

|cup? In warm water? In cold water? Set out three cups. Once cup with only ice. One cup with ice and warm |May 15 early release at 5pm for Central |

|water. One cup with ice and cold water. Find out which cup the ice melts the fastest! Chart the results. |May 27 Holiday Memorial Day Closed |

|TT=Color changing Flower: Take three clear plastic cups. Fill them about half way with water. Choose one |May 31 last Day of School |

|color of food coloring. Add about 5-7 drops in one cup. Choose another color and add the same amount into |Parent Teacher Conferences Beginning of May |

|another cup. Continue for the third cup. ADD at least one white carnation, daisy, or other white flower into | |

|each cup. Each day watch the color grow up into the flower turning the white flower into a beautiful color. |Special Project – Mother’s Day |

|T=Nature Rubbings: Go on an outdoor walk with the children and collect various types of leaves and other flat|Infants A & B: Picture Tiles |

|nature items. Place the items on the table. Lay a piece of white paper over the items. Let the children hold |[pic] |

|down the paper gently with one hand and use a crayon to lightly color over the paper. They could also hold |Toddlers A & B: Flower Pot with Picture |

|their paper up to the trunk or roots of a tree to create a unique design. |[pic] |

| | |

|Sign Language: | |

|Review | |

|June |

|Special Project – Father’s Day |

|Infants: Siguiendo los paso de papi |

|[pic] |

|Toddlers: Tarjeta para Papa |

|[pic] |

|July |

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