The Mom I Want to Be

To describe and discuss weather predictions.

To familiarize children with seasonal vocabulary.

 

Discuss different kinds of weather with the children. What kind of weather do they experience from season to season?

 

 

Has bad weather ever changed or interrupted the children’s plans? Do they ever listen to the weather report on television or radio? Show children images of weather conditions and discuss. Talk about current weather conditions. Then have the children forecast their own weather reports using the images as a guide. Chart the children’s predictions on the poster board. See if the children’s predictions prove to be correct by discussing the weather each day.

 

Provide various arts and crafts materials to the children. Encourage them to make a picture of their favorite kind of weather (e.g. cotton balls for snow, blue string for rain, etc.). Hang the weather pictures in the classroom.

 

Create File Folder Activity on seasons and weather.

Introduce the lesson by reading The Mixed Up Chameleon by Eric Carle. Except for catching flies and changing colors occasionally, this chameleon doesn’t find life very exciting. When a surprise visit to the zoo makes this wistful lizard realize it can change its shape and size as easily as its color, it ends up wanting to be like all the animals in the zoo at once–with hilarious results. Point out the way that the chameleon changes and the colors that he turns.

 

The students will gain knowledge about various colors, shapes and their environment.

This project can be altered to adapt to a variety of developmental ranges.

They will create their own challenging questions and colors/shapes to find.

Encourage students to explore their feelings into a color or shape just like the chameleon in the story.

 

Create clear chameleons by placing two sheets of contact paper together. Tape a popsicle stick to the bottom of the clear chameleon for a handle. Also create a variety of colors and shapes for the students to find using large sheets of construction paper. Having multiple sheets of one color or shape will be beneficial.

 

 

After making the clear chameleons, and the places for them to find, spread the sheets of construction paper around the room and ask the children questions such as ‘Can you make your chameleon purple?’ The students will proceed to find sheets of paper that are purple. You can also have the students make their chameleon into shapes or into patterns (striped or polka-dotted). Once they have heard your questions, let them create their own questions to make the chameleon into different colors, shapes or patterns. Let the students explore; they can also be encouraged to use the room and environment for ideas.

 

In The Mixed Up Chameleon, the chameleon changes color when it’s feelings change. As the students make their chameleon different colors, shapes, or patterns, ask them how their chameleon is feeling when it is that color, shape or pattern. This lesson can be extended as far as your students’ imaginations will go. It can be adapted to a wide range of abilities by simply asking easier or more advanced questions.

 

Physical Development refers to the growth of the body as well as its abilities. Growth in height and weight are the most obvious signs of physical development. As children develop physically, they gain new skills. Those skills that depend on the use and control of muscles are called motor skills. These skills fall into two main areas of development:

 

Gross Motor Development involves improvement of skills using the large muscles.  Such activities as running, skipping, and riding a bike fall into this category.

 

Fine Motor Development involves the small muscles. Grasping, holding, cutting, stacking, and drawing are some activities that require fine motor development.

 

Before looking at the developmentally appropriate gross motor & fine motor skills of toddlers remember that environmental factors, such as proper nutrition and appropriate toys and activities can affect what a child can do physically. Co-ordination and balance also accompany physical development. Learning them poses many challenges for children. Think what it would be like if you tried to walk a tightrope for the first time. Would you be shaky and insecure? Would you fall? Children experience these sensations over and over again as they try out new physical skills and work toward mastering them.

 

The following list of gross motor and fine motor skills from ages 12 to 48 months is only a guideline to help you understand your child’s current developmental traits. The items listed are based on average ages when various traits emerge. Don’t panic, if your child isn’t exactly on schedule. Remember that all toddlers are different and reach the various stages at different times.

 

Gross Motor Skills

 

12 to 18 months

Climbs up and down stairs.

At 12 months walks with one hand held. Between 13 & 15 months walks without assistance.

While walking, cannot maneuver around corners or stop suddenly. Most walk without support by 14 months.

Between 16 to 18 months walks well while carrying a toy or pulling a pull toy. Hurls a ball.

 

19 to 24 months

Kicks backward and forward

Most walk backward and up steps by 22 months.

Attempts to stand on balance beam

Runs without falling.

Pedals a tricycle

Kicks a large ball.

 

24 to 29 months

Can do all listed above under 19 to 24 months

Plays on swings, ladders, and other playground equipment with fair amount of ease.

Throws ball without falling and kick them forward.

Bends at waist to pick up object from floor.

Walks up and down stairs, both feet on step, while holding on to railings.

Stands with both feet on balance beam.

Jumps with two feet together.

Stand on tiptoes.

 

30 to 36 months

Walks on tip toes

Attempts to balance on one foot.

Balances on one foot for 5 seconds.

Catches a large ball with arms.

Walks up stairs with alternating feet.

Rides a tricycle.

Performs 1 to 3 hops with both feet together.

 

37 to 48 months

Walks toe-to-heel for four steps.

Balances on one foot for 5 seconds.

Catches a beanbag while standing.

Performs 1 to 3 hops on one foot.

Catches a bounced ball with hands.

 

Fine Motor Skills

 

12 to 18 months

May show preference for one hand.

Between 13 to 15 months builds a tower consisting of 2 one-inch cubes.

Turns pages in a book 2 or 3 at a time.

They can stack blocks.

They can scribble.

 

19 to 24 months

Draws with spontaneous scribbling.

Places 4 rings on post in random order.

Rolls, pounds, squeezes, and pulls clay

 

24-29 months

Inserts key into lock.

Turns pages in a book singly.

Strings large beads.

Copies a circle.

Copies a vertical and horizontal line.

Build a tower of 6 to 7 blocks

Uses one hand consistently for most activities.

Holds scissors correctly and can open and close scissors.

Takes things apart and put them back together. They like to screw and unscrew lids.

 

30 to 36 months

Builds a tower consisting of 8 cubes.

Copies an H.

Copies a V.

Copies a circle.

Imitates building a three-block bridge.

Snips paper with scissors.

 

37 to 48 months

Pours liquid from a pitcher

Copies a cross

Builds a tower of 9 to 10 cubes

Completes simple puzzles

Wiggles thumb.

Folds paper twice (in imitation).

Draws a person with three parts.

Cuts a 5-inch piece of paper in two.

Traces a diamond.

Cuts along a 5-inch line within 1/2 inch of the line.

 

Parents should call a doctor when you are concerned about a child’s motor skill development. Keep in mind that children develop at different rates, and try to focus on the skills your child HAS mastered instead of those he may have fallen behind on. Still, there are certain signs that may point to a problem, so be sure to report these to your doctor immediately. Call if your child cannot:

 

Walk by the time he is 15 months old.

Walk maturely (heel-toe) after walking for several months.

Walk any way but on his toes.

Push a toy on wheels by his second birthday.

 

Toddler may begin to prefer one hand to the other, the first sign of right-or left-handedness, but don’t be overly pushy about this. Let this preference develop naturally, or let him/her develop the use of both hands equally. But call your doctor if your child doesn’t seem to use one hand at all or has a strong hand preference before h/she is one year old.

 

Balance in Girls & Boys

Girls seem to be on a faster timetable than boys all the way through their growth. Girls tend to grow more regularly and predictably than boys.  In the toddler years girls are better at jumping, hopping, rhythmic movement and balance, so they will enjoy activities that involve these. Hopscotch, skipping, and dancing games will all give a little girl a chance to develop these skills.

Young boys achieve jumping, hopping, rhythmic movement, and balancing skill less quickly than girls. They tend to reach certain milestones later, such as picking up a toy from the floor without sitting down first. Parents should give a little boy plenty of help with achieving these skills by allowing him freedom of movement. Games that involve kicking a ball, or dancing and jumping games, will all increase his skills.

 

Daily Activities that Promote Gross Motor Development

 

Play games that involve jumping and walking on tiptoe.

Play Chase.

Encourage your child to dance to music with you.

Involve your child in daily tasks, such as cleaning, washing, and climbing the stairs.

Give your child an old mattress or foam rubber on which he can jump and somersault.

Play tug-of-war with a blanket.

Put a leash on a stuffed animal and walk around the house.

Walk on a balance beam (use a 2 x 4 placed on the ground).

Do the Hokey Pokey.

Make a pillow pile to jump on (keep it from and hard surfaces, including walls!)

Take a walk along a toilet paper trail.

 

Daily Activities that Promote Fine Motor Development

 

Do finger plays.

Collect rocks in a basket.

Finger-paint

Bang on pots and pans with a spoon.

Stack canned or boxed food on top of each other.

Let child stack mixing bowls inside each other.

Let child put stickers on fingers for finger puppets.

String large beads onto or along a shoelace.

Fill an old purse with toys.

Frost cookies

Use wrapping paper or magazines to make your own matching game cards.

 

Learning benefits:
• boosts visual discrimination
• builds awareness of likenesses and differences
• promotes eye-hand coordination

 

Here is a fun activity that integrates art, science and language arts.

 

To introduce color mixing

To develop fine motor skills

To strengthen pre-writing skills

 

 

Have all materials ready: heavy-duty ziploc bags, masking tape and paint.

 

Have the children pick two primary colors of the paint to put into their bag. Close the bag and seal it with masking tape so it cannot be re-opened. Have the children gently squeeze the bag. They will see the colors start to mix. Once the paint is all mixed together and spread all over the bag, have the children write letters or words on the bag. The paint will allow the letters to show up.

 

You don’t have to use just the primary colors in the activity. You can encourage the children to make different colors by mixing primary and secondary colors together, or by using black or white.

Grab your child’s interest with homemade books.

• Drawing paper
• Markers and/or crayons
• Ink pad and stamps
• Bookbinding materials: a stapler, or a hole punch and yarn or small binder rings

Count Away: Number books help children learn about number identification and quantity. Invite your child to make her own. She can start by drawing pictures of, or finding photos of, things she loves (butterflies, fish, balls). Then, she can arrange them in groups or in the shape of a number: How about the number 7 made out of ladybugs? Create one page for each number from 1 to 10. When the pages are complete, bind them together into a book.

Learning benefits:
• Supports early math learning
• Builds observation skills
• Promotes eye-hand coordination

 

 

This is a great art project to promote friendship in the classroom. Also, this activity is ideal for a fun back-to-school project!

 

To develop fine motor skills

To engage in collaborative artwork

To encourage creativity

 

Each child will need one plain white section of paper towels. Put some liquid watercolor paint in small cup and dilute with water. Provide students with eye droppers and instruct them on how to properly use the eye droppers

 

 

Give each child one paper towel square. (Plain white with some texture works best.) Provide each student with a cup of diluted liquid watercolor paint and an eyedropper. Have students drip paint onto a paper towel using their eye droppers. Students may use as many colors as they wish. As they are painting, have students observe how the colors mix together.

 

Once the paper towels are dry, staple them onto a bulletin board to create the quilt. You may want to add a border out of colored masking tape to make each of the squares stand out. Then, you can also take a picture of the class to display in front of their colorful classroom quilt!

Toby’s Writing: Age 18 months 

 

Toby starts to scribble at 18 months. His parents provide him with unlined paper and thick markers that are easy for him to grasp. His ability to make dark marks and to write in a circular motion indicate that he is gaining control over the small muscles in his hands. Although he will not write real letters for quite some time, Toby’s scribbling prepares him for this step.

 

Learn More About Babies’ Writing Milestones.

 

 

 

 

 

 

 

Toby’s Writing: Age 3 

 

Toby is now 3 years old. At home, he chooses to write on his own. He spends time filling pads of paper with “writing” similar to this page. He combines scribbles, which are around the edges of the paper, with many figures that have a letter-like appearance. Toby begins to write some letters in his name. In the center of the paper, he writes an upside As is typical of toddlers and young children, Toby is not yet sure of how individual letters are oriented in space and does not know that print goes from left to right. However, he is beginning to use real and letter-like letters in his writing.

 

Learn More About Toddlers’ Writing Milestones.

  

 

 

Toby’s Writing: Age 4 

 

Four-year-old Toby also enjoys writing and drawing at school. He draws a picture of a fire truck, writes a label for his picture, and also writes his name. Like most children his age, Toby has learned a lot about the printed word in just a year. He now writes from left to right. Toby is beginning to use invented spelling, writing “fire truck” as “FRTRK.” Typical of young children, he does not yet use any vowels in his invented spelling. He does not put a space between the words “fire” and “truck” and may not even know these are two words. He writes using only upper case letters, and nearly all are correctly formed.

 

Learn More About Young Children’s Writing Milestones.

  

 

Toby’s Writing: Kindergartner 

 

Toby continues to write a lot in kindergarten. He draws a picture of a crane and labels it, “Crane lifting a house.” Similar to a year ago, he combines a picture with a label, but he now uses a label of several words. He still uses mostly upper case letters, as is typical for kindergartners. Toby now uses spaces between words. He continues to use invented spelling, but he has learned how to spell the common ending “ing” the correct way. He continues to use mostly consonants in his invented spelling, which is also typical of kindergartners.

 

Learn More About Kindergartners’ Writing Milestones.

 

 

 

 

Toby’s Writing: First Grader 

 

In first grade, Toby uses writing a lot both in and out of school. At home, when he is mad at his parents, he writes them a letter to express his feelings. Toby is able to write much more than he could just a year ago. He has learned lower case letters in first grade and uses mostly lower case letters now. He has learned some more about conventions of print, such as an upper case letter to start “Bob” and “Mom.” He is exploring punctuation by using exclamation points, a period, and an apostrophe, but he has not yet mastered how to use these. Like most first graders, Toby uses some invented spelling to tackle harder words such as “meanie,” but he now spells most simple words correctly.

 

Learn More About First Graders’ Writing Milestones.

 

 

Toby’s Writing: Second-Grader

 

Toby’s classroom encourages children to express ideas through journal writing. In this journal entry, Toby creates a story about some animals playing baseball. Toby is now able to write very long stories. Although just a page is shown here, this story continues for four full pages! Toby is more secure with conventions of writing, such as when to use upper case letters and periods. He still relies on invented spelling to spell harder words, but spells many common words the correct way.

 

Learn More About Second- and Third-Graders’ Writing Milestones.

 

 

Toby’s Writing:Third-Grader

 

In third grade, Toby continues to write in his journal daily. In this typical entry, he writes about the highlights of his weekend. Toby’s handwriting is much smaller, showing that he now has greater control over his handwriting and that he forms letters smoothly and easily. He now uses upper case letters correctly at the beginning of sentences and for proper names, such as Nathaniel, Mr. Holland, and Super Muncher. He places punctuation marks at the ends of sentences and uses points and periods. Toby now uses correct spelling almost exclusively.