A transition activity using a class-made book.
NAEYC
Designing Enriched Learning Environments
3.A.05- Ms. Knudson works to prevent challenging or disruptive behaviors through:... effective transitions...
When Ms. Knudson uses the class-made book "Who Do You See?" to transition to breakfast, the children remain alert and engaged so they do not miss seeing the next picture of one of their friends.
Creating Caring Communities for Learning
3.B.02-Ms. Knudson creates and maintains a setting in which children of differing abilities can progress, with guidance, toward increasing levels of autonomy...and...responsibility...
As each child takes his or her turn naming the person's picture that follows theirs, the child is asked to wash their hands for breakfast. The children are familiar with this routine and require no guidance in completing the hand washing routine.
Responding to Children's Interests and Needs
3.E.04- Ms. Knudson uses her knowledge of children's social relationships...to tailor learning opportunities for groups and individuals.
Ms. Knudson uses the "Who Do You See?" book the class made to transition to breakfast. She asks the child whose picture is on the page to name his or her friend that appears on the next page. This activity builds community within the classroom and shows the value of each individual within the classroom.
IELS
7.2-Play and Senses
Children engage in play to learn.
Children in Ms. Knudson's class use sights...to discriminate between...and experience activities and materials.
Ms. Knudson uses a class-made book ("Who Do You See?") to help children transition from one activity to another. The children look at the pictures of their classmates and say the children's names.
10.1-Language Understanding and Use
Children understand and use communication and language for a variety of purposes.
The children in Ms. Knudson's class listen, and respond appropriately in conversations with peers and caregivers.
As the children prepare to transition to breakfast, Ms. Knudson brings out the class's "Who Do You See?" book. She asks that only the child whose picture is showing respond to the next picture. The first picture in the book is Nikki's. When Ms. Knudson turns the page, Nikki responds that she sees Addy looking at her.
12.2-Music, Rhythm, and Movement
Children participate in a variety of music and movement experiences.
Children in Ms. Knudson's class participate in a variety of musical and rhythmic experiences, including singing, listening, and finger-plays.
The class-made book "Who Do You See?" takes on a rhythmic, chant-like quality as the words are spoken. "Nik-ki, Nik-ki, who do you see?", "I see Ad-dy look-ing at me."
IQPPS
Designing Enriched Learning Environments
3.2- Ms. Knudson works to prevent challenging or disruptive
behaviors through:... effective transitions...
When Ms. Knudson uses the class-made book "Who Do You See?" to transition to breakfast, the children remain alert and engaged so they do not miss seeing the next picture of one of their friends.
Creating Caring Communities for Learning
3.4-Ms. Knudson creates and maintains a setting in which children of differing abilities can progress, with guidance, toward increasing levels of autonomy...and...responsibility...
As each child takes his or her turn naming the person's picture that follows theirs, the child is asked to wash their hands for breakfast. The children are familiar with this routine and require no guidance in completing the hand washing routine.
Responding to Children's Interests and Needs
3.12- Ms. Knudson uses her knowledge of children's social relationships...to tailor learning opportunities for groups and individuals.
Ms. Knudson uses the "Who Do You See?" book the class made to transition to breakfast. She asks the child whose picture is on the page to name his or her friend that appears on the next page. This activity builds community within the classroom and shows the value of each individual within the classroom.
HSPS
1304.21(a)(3)(i)(B) –Ms. Knudson encourages development which enhances each child's strengths by fostering independence.
As each child takes his or her turn naming the person's picture that follows theirs, the child is asked to wash their hands for breakfast. The children are familiar with this routine and require no guidance in completing the hand washing routine.
1304.21(a)(3)(ii) - Ms. Knudson has planned for routines and transitions so that they occur in a timely, predictable and unrushed manner according to each child’s needs.
When Ms. Knudson uses the class-made book "Who Do You See?" to transition to breakfast, the children remain alert and engaged so they do not miss seeing the next picture of one of their friends.
1304.21(c)(1)(v) - Ms. Knudson enhances each child’s understanding of self as an individual and as a member of a group by using a class-made book.
Ms. Knudson uses the "Who Do You See?" book the class-made to transition to breakfast. She asks the child whose picture is on the page to name his or her friend that appears on the next page. This activity builds community within the classroom and shows the value of each individual within the classroom.
HSCOF
Language Development
Listening and Understanding
- Demonstrates increasing ability to attend to and understand conversations, stories, songs, and poems.
- Shows progress in understanding and following simple and multiple-step directions.
Creative Arts
Music
- Participates with increasing interest and enjoyment in a variety of music activities, including listening, singing, finger plays, games, and performances