Approaches to Learning
Ways children go about to develop problem-solving skills, exploration and become independent.
5 materials that you can use: What's Inside? Soft Feely Box, Shapes Discovery Box, Duplos, sensory bottles and stacking cups.
1
Planning Form
Name of Activity
“Uh-Oh”
Originating Idea
Infants repeat a new skill
Curriculum Area
A. Approaches to Learning
1. Initiative: children express initiative
Materials
A variety of toys that will not break when you drop them. Such as but not limited to rattles, sensory bottles, stacking cups, and small sensory balls. Shelf or table
Appropriate Age group:
Infant
Beginning of Activity
Infants practice repeating skills to develop large muscle control and fine motor skills as well as cause and effect. When given a toy how does the infant respond?
Middle of Activity
Your ideas for scaffolding children at different developmental levels
Early:
The infant will push a toy off the top of a shelf or table and track the fallen toy. And repeating the activity with the rest of the toys or until they get bored.
Middle:
The infant will practice grasping a toy and exploring the toy they have chosen by touching, lifting, tasting, and finally dropping the toy to the floor. And repeating the activity with the rest of the toys or until they get bored.
Later:
The infant will drop the toy and say “Uh-Oh” when it falls. The teacher will imitate and respond “Uh-Oh. What happened? Let’s pick it up!” And repeating the activity with the rest of the toys or until they get bored.
End of Activity
Sing the classroom clean-up song while assisting the infant in cleaning up our toys and putting them away.
Follow-up Ideas
Swap the smaller toys for larger toys that are harder for the children to grasp and hold on to.
2
Planning Form
Name of Activity
Sand Reach and Scoop
Originating Idea
Children develop their problem-solving skills
Curriculum Area
A. Approaches to Learning
2. Problem-solving: children solve problems encountered in exploration and play
Materials
Sand, sand table, 8-10 balls, shovels, and scoops
Appropriate Age group:
Infant and toddlers
Beginning of Activity
When playing in the sand table children attempt to retrieve items that are out of reach.
Middle of Activity
Your ideas for scaffolding children at different developmental levels
Early:
Children will explore the sand by touch and taste. Children may or may not attempt to use the shovels and scoops provided or the balls within the sand table.
Middle:
Children will attempt and or reach for the balls with shovels and scoops.
Later:
Children will use the scoop independently to retrieve the balls within the sand table.
End of Activity
Sing the classroom clean-up song while assisting the infant in cleaning up our toys and putting them away.
Follow-up Ideas
See if the children will cooperate and share with a peer when using a reduced number of balls within the sand table.
3
Planning Form
Name of Activity
On and Off
Originating Idea
Children assist with dressing and undressing activities
Curriculum Area
A. Approaches to Learning
3. Self-help: children do things for themselves
Materials
Student’s sweater or jacket with zippers
Appropriate Age group: toddlers
Beginning of Activity
Children are excited to go outside and assist with getting ready to go outside.
Middle of Activity
Your ideas for scaffolding children at different developmental levels
Early:
Children comply by putting their arms into the sleeves of their sweaters or jackets. Children allow teachers to zip their sweaters or jackets.
Middle:
Children will hand over hand put the zipper together in the chamber and hold on to the tag of the zipper while pulling it up.
Later:
Children will independently put the zipper sides together in the chamber and hold the tag on the zipper of their sweaters or jackets to close them.
End of Activity
Children go outside to play.
Follow-up Ideas
Children practice the preschool flip and putting their sweaters or jackets on independently.