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1) Chapter 5 references to 3 Key Concepts for modeling and promoting social skills for infants and toddlers

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1) Chapter 5 references to 3 Key Concepts for modeling and promoting social skills for infants and toddlers. List and describe 2 of the most important ideas, strategies, or practices that you gained from each concept: Key Concept # 1: Social Skills Develop During the First 3 Years of Life, Key Concept #2: Caregivers Support Social Learning and Key Concept #3: Children Serve as Models for One Another.

2. Under Concept # 3, the author discusses group activities that encourage social interaction. Conduct an Internet search for "Fingerplays and Songs" that would be appropriate for toddlers in pairs, small groups, or larger group settings. I have also included fingerplays and songs in the Learning Module. Type and submit two fingerplays and/or songs that you would use for a small group or circle time activity with toddlers and explain how you could use flannel pieces, puppets, or props for both of your selections. Pictures would be appreciated. (See Web Links in the Learning Module for Ideas).

3. Submit a sensory activity for infants and a creative art activity for toddlers and explain how these particular activities will promote creativity while encouraging social skills (Infant Sensory Activity: The interactions between an adult and an infant & Toddler Art Activity: The interactions between toddlers and/or an adult). Once again, uploaded examples/pictures would be appreciated. Always take safety into consideration and remember that an activity that is appropriate for toddlers may not be appropriate for infants. Resources are located in the Learning Module for Sensory and Creative Art Activities.

 

4. View the videos, Magnifying Glass & I-Spy & Skittle Magic from the site, The Dad Lab. A. Discuss how you would turn these two science activities into a social experience when working with children in pairs or groups of three to enhance socialization (appropriate for older two-year-old and three-year-old children). B. How would you expand on both activities by encouraging the children to prepare for the activities while reinforcing independence, creativity, and math skills (sorting)? For Example, could the Skittles be sorted by color prior to the experiment? Could the children create their own sticker fish mats instead of having the adults create the fish mats for them? I can't wait to see what you have in store for me. Note: We understand that some programs do not allow food to be used for early childhood activities. The Skittles are inexpensive, and they are not consumed. You could use food color as a variation for this Science activity, but it is not as effective. Remember! All activities should be closely monitored. It is always important to follow the policies of the programs where you are employed.

Chapter 6 Reflective Essay Questions

1. Early behavior is driven by internal feelings. These feelings define children's actions. Children's behavior becomes disorganized for three main reasons. A. List and provide an overview of the three main reasons children's behaviors become disorganized. (Pages 103 - 107). B. What did you personally gain from this information in relation to working with toddlers?

2. View the video clip, "Montessori, Positive Guidance," The Discovery School of Jacksonville. Reread the section in your textbook, "Adults Regulate and Focus Behavior" & "Responsive Caregivers Anticipate Behavior Problems." (Pages 107 - 113) As a caregiver, how can youregulate rather than punish problem behaviors? Be specific.

3. A. What is meant by "Teaching the Dos?"(Page 113) B. Provide a real-life example.

4. View the video, "Challenging Behaviors," Zero to Three. Following, how can you change or help the child manage extreme behavior at the time of an unacceptable event? (Page 119). Reference to the video and the reading assignment in your textbook.

5. What are three of your most important takeaways from Chapter 5 & Chapter 6?