Block construction and imaginative play lead to a shape recognition activity.
NAEYC
Areas of Development: Social-Emotional
2.B.01—Lily has varied opportunities to engage throughout the day with teaching staff who are attentive and responsive to her…
Ms. Gillette has been building a castle out of blocks with Lily. When Ms. Gillette suggests that the king of the castle needs a puppy, Lily accepts her proposal. Ms. Gillette then listens and responds to Lily’s idea of drawing a puppy.
Areas of Development: Language Development
2.D.03— Lily has varied opportunities to develop competence in verbal and nonverbal communication by responding to questions; communicating…thoughts and…describing things…
Lily responds to Ms. Gillette’s questions about how they could make a puppy for the king of the block castle they constructed. When Lily suggests they draw a puppy, she has an opportunity to describe the shapes that make up the different parts of the picture of a dog they use as a model.
Areas of Development: Language Development
2.D.04— Lily has varied opportunities to develop vocabulary through conversations…
Lily and Ms. Gillette talk about the castle they constructed from blocks. Conversations such as this provide a natural opportunity to introduce new words within a meaningful context for the child.
IELS
8.1-Curiosity and Initiative
Children express curiosity, interest, and initiative in exploring the environment, engaging in experiences, and learning new skills.
Lily explores and experiences activities and ideas with eagerness, flexibility, imagination, independence, and inventiveness.
Lily and Ms. Gillette build a castle out of blocks. Ms. Gillette suggests that the king of the castle needs a puppy and Lily agrees. When Ms. Gillette asks Lily how they can make a puppy for the king, Lily suggests that they draw one. Lily finds a book with a picture of a dog to use as a model. She then finds paper and a red marker (to match the color of the dog in the book). Ms. Gillette asks Lily what shapes she sees in the dog's body and Ms. Gillette draws as Lily identifies shapes.
9.3-Relationships with Caregivers
Children relate positively to caregivers who work with them.
Lily interacts comfortably with a range of familiar caregivers and accepts guidance...and directions from...familiar caregivers.
Lily is quite at ease as she plays with Ms. Gillette. She accepts Ms. Gillette's idea of making a puppy for the king of the castle they built from blocks. Lily freely offers a suggestion for how they can make a puppy for the king and gathers the materials to do so when Ms. Gillette suggests it.
10.1-Language Understanding and Use
Children understand and use communication and language for a variety of purposes.
Lily initiates, listens, and responds appropriately in conversations with...caregivers, follows simple oral directions that involve several actions and asks and answers a variety of question types.
Lily and Ms. Gillette have a conversation about the castle of blocks they just built. Lily agrees with Ms. Gillette that the king of the castle should have a puppy and suggests that they could draw one. Ms. Gillette asks Lily to find a model they could use for the drawing and Lily brings her a book with a dog on the cover. Ms. Gillette also suggests that they need something to draw the dog with and after offering ideas (crayon, colored pencil), Lily suggests using a marker, and brings one. Ms. Gillette asks Lily for her ideas of how they can draw the dog by asking Lily to tell her what shapes she sees ("What shape is the dog's head?", "What shape is his body?").
IQPPS
Areas of Development: Social-Emotional
2.12- Lily has varied opportunities to engage throughout the day with teaching staff who are attentive and responsive to her...
Ms. Gillette builds a castle out of blocks with Lily. When Ms. Gillette suggests that the king of the castle needs a puppy, Lily accepts her proposal. Ms. Gillette then listens and responds to Lily's idea of drawing a puppy.
Areas of Development: Language Development
2.15- Lily has varied opportunities to develop competence in verbal and nonverbal communication by responding to questions; communicating...thoughts and...describing things...
Lily responds to Ms. Gillette's questions about how they could make a puppy for the king of the block castle they constructed. When Lily suggests they draw a puppy, she has an opportunity to describe the shapes that make up the different parts of the picture of a dog they use as a model.
Areas of Development: Language Development
2.16- Lily has varied opportunities to develop vocabulary through conversations...
Lily and Ms. Gillette talk about the castle they constructed from blocks. Conversations such as this provide a natural opportunity to introduce new words within a meaningful context for the child.
HSPS
1304.21(a)(4)(ii) - Ms. Gillette has ensured opportunities for creative self-expression through activities such as art… and dialogue.
Lily and Ms. Gillette have a conversation about the castle of blocks they just built. Lily agrees with Ms. Gillette that the king of the castle should have a puppy and suggests that they could draw one. Ms. Gillette asks Lily to find a model they could use for the drawing and Lily brings her a book with a dog on the cover. Ms. Gillette also suggests that they need something to draw the dog with and after offering ideas (crayon, colored pencil), Lily suggests using a marker, and brings one. Ms. Gillette asks Lily for her ideas of how they can draw the dog by asking Lily to tell her what shapes she sees ("What shape is the dog's head?", "What shape is his body?").
1304.21(a)(4)(iii) – Ms. Gillette promotes interaction and language use….between children and adults.
Lily responds to Ms. Gillette's questions about how they could make a puppy for the king of the block castle they constructed. When Lily suggests they draw a puppy, she has an opportunity to describe the shapes that make up the different parts of the picture of a dog they use as a model. Lily and Ms. Gillette also talk about the castle they constructed from blocks. Conversations such as this provide a natural opportunity to introduce new words within a meaningful context for the child.
HSCOF
Language Development
Speaking and Communicating
- Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions, and for other varied purposes
- Progresses in abilities to initiate and respond appropriately in conversation and discussions with peers and adults.
Creative Arts
Dramatic Play
- Participates in a variety of dramatic play activities that become more extended and complex.
Social and Emotional Development
Social Relationships
- Demonstrates increasing comfort in talking with and accepting guidance and directions from a range of familiar adults
Approaches to Learning
Initiative and Curiosity
- Approaches tasks and activities with increased flexibility, imagination and inventiveness.