Letter recognition and positive caregiver interactions occur while sewing letter cards.
NAEYC
Areas of Development: Social-Emotional
2.B.01- Children have varied opportunities to engage throughout the day with teaching staff who are attentive and responsive to them, and facilitate their social competence and their ability to learn through interacting with others.
Ms. Waterman asks children at the table what letter or number they are sewing. She points out the significance of certain letters in their names. Ms. Waterman shows an interest in the children's thoughts and ideas.
Areas of Development: Physical Development
2.C.03- Children are provided varied opportunities and materials that support fine motor development.
The children in Ms. Waterman's class play with letter and number sewing cards. This requires the children to hold the card in one hand while threading yarn through small holes with the other hand.
Curriculum Content Areas for Cognitive Development: Early Literacy Development
2.E.06- Children are regularly provided multiple and varied opportunities to develop phonological awareness:...children are encouraged to play with the sounds of language, including... phonemes... children are helped to name...letters and say the sounds they represent...
Children sew letter and number cards with Ms. Waterman. They discuss how certain letters appear in certain names. Peyton and Tanner realize that the letter "t" is in both of their names. When a girl shows Ms. Waterman that she has a letter "s", Ms. Waterman elongates the sound of the "s" and asks the girl "'S' for what?" The girl excitedly replies "snake!"
IELS
9.1-Self
Children express a positive awareness of self in terms of specific abilities, characteristics, and preferences.
Children in Ms. Waterman's class express sense of self in terms of specific abilities... show increasing confidence and independence in a variety of tasks and routines and express pride in accomplishments.
While Ms. Waterman sews letter cards with children, one child exclaims "I did it!" after he completes a letter on his own.
9.3-Relationships with Caregivers
Children relate positively to caregivers who work with them.
Children interact comfortably with a range of familiar caregivers.
The children sewing letter cards are clearly quite comfortable with Ms. Waterman. They enthusiastically share discoveries and accomplishments with her.
10.2-Early Literacy
Children engage in early reading experiences.
Children in Ms. Waterman's class identify some alphabet letters by their shapes, especially those in his/her own name and demonstrate awareness that language is made up of words...and...sounds in words.
Ms. Waterman engages children with questions about what letters or numbers they are using and the children answer correctly. Children point out letters that are in their names and letters that are in peers' names. Peyton recognizes that the letter "T" is in his name and Tanner says, "He has a 'T' just like me." When Ms. Waterman asks a girl what word starts with S, the child responds with "snake."
IQPPS
Areas of Development: Social-Emotional
2.12- Children have varied opportunities to engage throughout the day with teaching staff who are attentive and responsive to them, and facilitate their social competence and their ability to learn through interacting with others.
Ms. Waterman asks children at the table what letter or number they are sewing. She points out the significance of certain letters in their names. Ms. Waterman shows an interest in the children's thoughts and ideas.
Areas of Development: Physical Development
2.13- Children are provided varied opportunities and materials that support fine motor development.
The children in Ms. Waterman's class play with letter and number sewing cards. This requires the children to hold the card in one hand while threading yarn through small holes with the other hand.
Curriculum Content Areas for Cognitive Development: Early Literacy Development
2.22- Children are regularly provided multiple and varied opportunities to develop phonological awareness:...children are encouraged to play with the sounds of language, including... phonemes... children are helped to name...letters and say the sounds they represent...
Children sew letter and number cards with Ms. Waterman. They discuss how certain letters appear in certain names. Peyton and Tanner realize that the letter "t" is in both of their names. When a girl shows Ms. Waterman that she has a letter "s", Ms. Waterman elongates the sound of the "s" and asks the girl "'S' for what?" The girl excitedly replies "snake!"
HSPS
1304.21(a)(4)(iv) – The sewing card activity supports emerging literacy and numeracy development through materials and activities according to the developmental level of each child.
Children sew letter and number cards with Ms. Waterman. They discuss how certain letters appear in certain names. Peyton and Tanner realize that the letter "t" is in both of their names. When a girl shows Ms. Waterman that she has a letter "s", Ms. Waterman elongates the sound of the "s" and asks the girl "'S' for what?" The girl excitedly replies "snake!"
1304.21(c)(1)(vi) - Ms. Waterman provides each child with opportunities for success to help develop feelings of competence, self-esteem, and positive attitudes toward learning.
While Ms. Waterman sews letter cards with children, one child exclaims "I did it!" after he completes a letter on his own. When one child discusses the letter that he is sewing other children respond with names that include that letter.
HSCOF
Literacy
Print Awareness and Concepts
- Shows increasing awareness of print in classroom, home and community settings.
- Develops growing understanding of the different functions of forms of print such as signs, letters, newspapers, lists, messages, and memos
Alphabet Knowledge
- Shows progress in associating the names of letters with their shapes and sounds.
- Increases in ability to notice the beginning letters in familiar words.
- Knows that letters of the alphabet are a special category of visual graphics that can be individually named.
Social and Emotional Development
Self Concept
- Begins to develop and express awareness of self in terms of specific abilities, characteristics and preferences.
Self Control
- Shows progress in expressing feelings, needs and opinions in difficult situations and conflicts without harming themselves, others, or property.
Social Relationships
- Demonstrates increasing comfort in talking with and accepting guidance and directions from a range of familiar adults