Journal #2 Age group: 15 – 24 months

Journal #2 Age group: 15 – 24 months By Ksenia Shusherina Spring

The Sensorimotor Stage J. Piaget Begin to develop symbols to represent events or objects in the world in the final sensorimotor substage. During this time, children begin to move towards understanding the world through mental operations rather than purely through actions. Use of innate reflexive actions. Initial development of object permanency. Egocentricity. Concrete representations. Autonomy versus Shame and Doubt – E. Erikson The stage when children want to do things for themselves. Learn independence and competence. Trust or mistrust.

Goals, Challenges and Strategies for Teachers Piaget: Provide interactive toys (rattles, mobiles, pound-a-peg). Provide multisensory toys to promote investigation and sensory involvement. Provide space where toddlers can explore. Erikson: Encourage children to do what they are capable to do. Do not shame them. Do not use harsh punishment. Provide for safe exploration of classroom and outdoor areas.

Milestones Physical : Walk on tiptoes, throw and retrieve objects, jump in place with both feet, catch a large ball, open doors by turning knobs, copy straight or circular strokes with a crayon, snip with child sized scissors, fold paper in half. Cognitive : Explore the concept of counting, understand the idea of more than one, show great interest in investigating any new person, thing, sound or taste, understand two part requests («Please go to the shelf and bring back the blocks. ”), sort shapes and colors, show that understand space and time, imitate behavior. Emotional/ Social: Enjoy playing alone for short periods of time, acts like they owns certain objects, like to do things without help, help with simple household chores, have trouble sharing, may hit, push, and grab to keep toys, demonstrate concern for others, show fear, but can be reassured, shift between doing things independently and wanting help or comfort, are watchful around adults they don’t know. Language: recognize familiar words, use simple phrases, name explosion (around 18), repeat words, understand more than they can say.

Interior Design

Interior Design Everything is safe and reachable Variety of learning material Centers are separated by shelves-divi ders Everything is on child’s eye-level Low furniture Appropriate seating Enough space for moving and playing Technical base Books can be found in all centers Variety of sensory materials

Furnishing Shelves displaying children’s books Sturdy step stool Low chairs and tables Water table Cots or mats for nap time Centers are placed in relation to one another Humidifier Everything is reachable and easy to clean.

Art Center Art supplies: fat crayons and paper, large brushes, paint and glue, scissors (stored away), play dough, clay Art easels Art books Magnetic drawing board Chalk board Coloring books Color-reveal activity book Stickers book Nontoxic No chocking hazard Easy-to-clean furniture Appropriate seating Storage: Some space should be available to children all of the time, while other materials should be kept out of reach Painting, coloring, sculpting, drawing, and other forms of creative art are an important part of the child care curriculum. Using art tools helps children develop small muscle coordination and control. Children can practice thinking skills by experimenting with color, texture, and design. Art gives children an opportunity to express their ideas and feelings, relieves tension, and provides limits for self-discipline. Art allows children to achieve and expand their creativity.

Art Center Magnetic Drawing Board (no mess, safe to use for toddlers) Washable, easy-to-hold drawing supplies Color-reveal water painting bad (no mess, safe to use)Nontoxic finger-paint (safe) Nontoxic modeling sand Construction paper of different textures (for developing creativity and sensory skills)Glue-sti ck (easy-to -hold, no mess)Books on drawing (art) theme (simple stories, colorful pictures)

Art Center Steady, large, reachable for little people, has a magnet drawing board on the other side for no-mess drawing Chalkboard wall (reachable)

Block Center Variety of colors, shapes, sizes, and textures Minimum 200 blocks Foam, cardboard, or cloth blocks, large building bricks Big blocks for having physical activity Children playing with blocks are practicing a wide variety of developmental skills, including manipulating objects, creating structures, and working together. Physical activity + construction skills + gross motor skills

Block Center Cardboard blocks with numbers, shapes, letters. They promote manipulative skills, construction skills (mathematic al knowledge too). Large blocks (easy to manipulate) Books-blocks (learn words and create structure)Lego (constructing, developing creativity, dramatic play) Blocks with different texture (not only construction, but also sensory experience) Constructi on + matching skills

Book Center Shelves displaying children’s books Multicultural books In different languages Variety of themes Cardboard books and soft books Books with variety of sensory experience (touch-books) Puzzle-books Blocks with letters Magnets with letters Flannel board for telling stories • Blocks books • Toy-books • Simple stories • Sound books • Sticker books (with particular interest, for example: cars for boys) • Book-video programs for learning language and things (for example, ‘Your baby can read”) • Reading tent Having access to books stimulates children’s imagination and thinking skills, encourages developing language, and provides opportunities for creative expression through storytelling or puppetry. Children can practice book-handling skills and develop a love of reading by having the chance to interact with books regularly. Reading tent for quite reading

Books can also be placed in each center in the classroom to allow children to read about the topic. Cardboard books for toddlers (easy to turn the pages, hard to tear) First 100 words books Touch-book s with different materials to feel. Book toy (foam book, easy to turn pictures, safe for toddlers, can be used as a toy) Books-block s Cardboard books are on a reachable level, regular books are on a higher level. Early reading system (cards with words, pictures, DVDs) Puzzle books Stickers books for reading activity (+learning to pill off – hand manipulatio n) Multicultura l books Felt board for telling stories and reading activities (learning sequencing also) Textile books. Simple stories Sound books (songs, easy to remember poems)Variety of themes. Books in different languages

Dramatic Play Center Staff for dolls (utensil, blankets, food, furnishing) Stuffed animals Small people figures Animal figures Telephone Play kitchen Tent Mirror Talking toys Big cars to drive. Dramatic play is an excellent way for children to develop their imagination and creativity. Children learn by participating in dramatic play. It also helps children with their language development. Children also listen and respond to each other while playing in dramatic play. They may also learn new words from one another. Teachers should teach young children how to play.

Dramatic Play Center Mirror (safe, not made of glass, plastic material)Kitchen set Food toys (Pizza) + cutting skills Telephon e Small animal figures for play Book with mirror for learning face expressions (emotions)Playdough for making food for toys A car to drive A doll for acting through it (practicing everyday skills — bathing here) Stuffed toy (talking toy for learning words) Doll utensils

Manipulative/ Cognitive and Math Thick pencils and ball-point pens Blocks with numbers Simple puzzles (puzzles w/shapes) Blocks shapes Sorting material Counting objects Flannel board for presenting sequences Pegboards Stinging beads Parquetry blocks Simple matching and lotto games. Helping children develop their fine motor skills and increasing children’s understanding of basic math concepts are both important goals in early care and education environments. Children improve their coordination, learn about counting and sorting, and expand their problem-solving skills.

Manipulative/ Cognitive and Math (2 slides) Nesting cups (+color knowledg e) Nesting blocks (number knowledge, manipulating skills, logical thinking, construction skills)Sound book with numbers Cards with shapes and colors Puzzles with geometric figures Sorting material (knowledge of geometric shapes, manipulating skills, logical thinking)Blocks of different shapes

Labyrinth toy (visual tracking, hand coordination, logical thinking) Curve toy(visual tracking skills, color recognition, hand-eye coordination). Puzzles Ponding board (imagination, fine motor skills and eye-hand coordination, relieve stress) Top Ball (visual tracking, body coordination) Stocking rings Stinging beads (animal types here)

Sensory Play and Science Center Sorting items: shells, seeds, macaroni, rice, stones Nesting cups of different types and colors Nesting blocks Different balls Begs with different materials inside Stacking rings (same diameter) Large magnets (letters, shapes, etc. ) Simple toy train Large magnifier Smelling boxes Water with cups, floating toys Sand with pail, shovel, scoop Doctor kit Play dough Bubbles Soap foam Squishy gel bag Different fabric materials Sand water sensory table Sensory board. Math and science skills : sinking, floating, and changes of state, more, less, bigger, smaller, and equal. Physical development : using fine motor skills to scoop, sift, funnel, and pour. Social and emotional skills : practicing of cooperative play and sharing.

Sensory sorting material (+math skills)Stocking rings (+color recognitio n) Playdoug h Floating toy Sensory bag Smelling boxes (smell recognitio n)Sensory bags (+sorting, matching) Scoop Sensory box (measuring, sensory experience, sorting activity, imagination developmen t) Balls of different textures Nesting cups

The Music Center Free space for having opportunity to dance (physical motion) Music play instruments (piano, drum, xylophone, shakers, bells, rattles, tambouring, rhythm sticks). Computer, speakers. The music center helps children explore sound, movement, patterns, and rhythm while having fun and being creative. It is easier to learn new words in rhymes and songs.

Shakers. Xylophone Drum. Piano

Large Motor Push and pull toys Low climbing structure and slide Larger balls Cars and trucks Pull toy on short string Tunnel for crawling through Bouncing or rocking toys Low wagon Pounding bench Stable ride on vehicle Gross motor center develops abilities to run, hop, balance on one foot, throw and kick a ball, climb, and ride a tricycle.

Large Motor Low climbing structure and slide (foam, safe) Tunnel Steady truck (low enough to climb there) Rocking toy Mats

Centers’ location Music center should be in an open area on carpet. If possible, have some music materials available for children to explore during free play. If space is limited, make music available at scheduled times such as large group, or rotate the music area with another center. Art Center should be located near a window (for natural light), near a sink: (for easy clean-up), on a floorthat is easily cleaned, outdoors (clean-up is often much easier outdoors). A good place for a block center is a corner of the room bordered by shelves. Make sure there is plenty of room for a couple of children to build together. The block center can be near the housekeeping center but should be as far away from the quiet area as possible. Book center should be located in a quiet area separate from noisier activities such as block building and active play.

Centers’ location Manipulative/ cognitive and math center should be in an area with table(s) and chairs, or a quiet floor area with a rug. The best is to separate this area from noisy areas such as blocks and dramatic play. Low shelves can be used as a divider and a place to store materials. Doing sensory activities outside can be an effective way to reduce cleanup. Ideally, the sand water center should be near a sink, hose, or other source of water to simplify setup and cleanup. Good places for a dramatic play center might be near a block center or another area where children’s play tends to be noisy. Avoid placing the dramatic play center too close to the book area or other centers that require quiet concentration.

Outdoor Space Foam soft equipment Large balls. Tables and chairs for art activities outdoors Tree for dramatic play and climbing Low slider Appropriat e flooring (safe, soft)Tunnel Safe and soft climbing structures Safe play yard Roof in case of rain