lesson plan - Providence Talks

Transcripción

Introduction to the Providence Talks Curriculum
The mission of Providence Talks is to ensure that all parents and caregivers have the tools, support and
resources needed to ensure their child is on track for future academic success.
This curriculum has been designed through a collaborative process between the Providence Talks
Central Team and early childhood education professionals at Meeting Street to provide home visitors
with a guide through the 15 coaching sessions they will facilitate.
Each Providence Talks coaching visit is composed of several elements to ensure quality and effective
delivery of education to the parent/caregiver regarding literacy and language promotion strategies.
These include:
1. Data Co-Discovery: Home Visitors share a generated feedback report with the family
demonstrating the daily and hourly count of conversational turns, adult words and
TV/electronic noise.
2. Strategy Coaching: After the data is reviewed, home visitors coach caretakers in identifying
strategies that will improve the quality of the home language environment.
3. Resource Sharing: The home visitor will provide families with an age appropriate book at
each visit. Caretakers and home visitors will also go over local events and community
specific information that supports the healthy vocabulary development of their child.
4. Goal Setting & Reflection: Each coaching session is concluded with the identification and
reflection of previous goals, and the setting of quantifiable, realistic and encouraging goals
for the next session.
The underpinnings of this curriculum are important to acknowledge and should carry through each of
the visits:
1- All families have the capacity to improve their child’s skills. The goal of the Curriculum is to
approach parents and caregivers from a strength-based perspective and work collaboratively
with these families to promote the importance of language exposure and acquisition from their
child. Providence Talks’ home visitors, with appropriate use of the Providence Talks Curriculum,
help families to recognize and appreciate the incredible impact they have on their child’s
learning from the very beginning.
2- Coaching should be tailored so that skill development can be integrated within a family’s life.
This curriculum is aligned to Rhode Island Early Childhood standards and focuses on integrating
skill development within the context of the family’s existing daily routines. In order to ensure
the best possible results for the families enrolled, the Providence Talks Curriculum should only
be used with strict adherence and fidelity to the model. However, the curriculum should not
serve as a script but instead, should be delivered in the home visitors own voice in order to fully
engage and meet the individual needs and perspectives of each family.
3- Recognizing and celebrating progress throughout the program is critical to keeping families
engaged. Reviewing the LENA feedback reports and setting goals allows families to quickly see
how they are integrating new skills and improving their child’s language development
environment in real-time.
4- Providence Talks is designed to be a parent intervention in which the child benefits as a
consequence. Home Visitors provide direct feedback to parents and caregivers using a
combined approach of strength-based coaching with evidence-informed practice in order to
impact the parent’s behavior to sustain life-long learning for their child.
The Providence Talks Central Team is here as a resource for all Providence Talks staff on the
implementation of this curriculum. Additionally, more information on the implementation of the
Curriculum can be found in both the Providence Talks’ Operations Manual and Training Manual.
9/2/15
Table of Contents
Family Orientation
Curriculum Map
Lesson Plan
Welcome to Providence Talks (parent handout)
Benefits of Providence Talks (parent handout)
Language Development Chart (parent handout)
Information & Informed Consent Form
Your LENA™ Recording Day: Step-by-Step for Parents (parent handout) (See appendix)
DLP™ Device & Frequently Asked Questions
How to Get a Good Recording: Help LENA Hear (parent handout) (See appendix)
Material List
LENA Snapshot™ (See appendix)
Week 1: Measure Words & Turns/Track Your Child’s Progress
Curriculum Map
Lesson Plan
Time of Day Activity & Notes
Time of Day Activity & Notes - Sample
Recording Plan Worksheet (parent handout)
Intake Questionnaire
MacArthur-Bates CDI-Short Form, ASQSE (Obtain correct age range)
Week 2: Describe What You and Your Child Are Seeing, Hearing, Feeling & Doing
Curriculum Map
Lesson Plan
Books about Feelings & Emotions (parent handout)
Using Descriptive Words (parent handout)
List of Descriptive Words (parent handout)
Baby Emotions (parent activity)
Developmental Milestones (parent handout)
LENA Snapshot (See appendix)
Week 3: Responding to Your Child’s Lead
Curriculum Map
Lesson Plan
Positive Talk (parent handout)
Recipe Book (parent handout)
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Providence Talks!
Table of Contents
Television & Children (parent handout)
Week 4: Reading with Your Child Every Day
Curriculum Map
Lesson Plan
Tips for Parents: Choosing Books for Infants & Toddlers (parent handout)
Suggested Books by Age (parent handout)
Week 5: Repeating & Adding to Your Child’s Vocabulary
Curriculum Map
Lesson Plan
List of Common Words (parent handout)
Week 6: Using Songs, Rhymes & Finger Plays
Curriculum Map
Lesson Plan
Song Book (parent handout)
Finger-Play Book (parent handout)
How to Make Musical Instruments (parent handout)
Week 7: Asking Open-Ended Questions
Curriculum Map
Lesson Plan
How to Use Open-Ended Questions with Children (parent handout)
Week 8: Daily Play
Curriculum Map
Lesson Plan
Importance of Play to the Development of Your Child (parent handout)
Benefits of Play (parent handout)
Play Materials For Young Children (parent handout)
Household Objects that Encourage Creativity (parent handout)
Toy Safety Tips (parent handout)
What Does My Child Learn From Pretend Play? (parent handout)
Week 9: Choice Making Can Help Build Vocabulary
Curriculum Map
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Table of Contents
Lesson Plan
Small Choices BIG Changes! (parent handout)
Benefits of Allowing Children to Make Choices (parent handout)
How to Control Choice Making (parent handout)
Activities that Encourage Choice Making (parent handout)
MacArthur-Bates CDI- Short Form, ASQSE
Week 10: Making Learning Fun
Curriculum Map
Lesson Plan
Places to Play in Providence (parent handout)
Lists of Providence Public Libraries (parent handout)
Games to Play in the Community (parent handout)
Blank Library Card Application (parent handout)
Month 6: Review and Checking Child’s Progress
Curriculum Map
Lesson Plan
Time of Day Activity Sheet (parent handout)
Recording Plan Worksheet (parent handout)
Month 7: Using Pretend Play to Build Language
Curriculum Map
Lesson Plan
Items Used for Pretend Play (parent handout)
Month 8: Review of Program
Curriculum Map
Lesson Plan
MacArthur-Bates CDI-Short Form, ASQSE
Language Development Goals (parent handout)
Post-Providence Talks Referral Plan (parent handout)
Certificate of Completion (parent handout)
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Providence Talks!
Table of Contents
ADDENDUM: Professional Tools
How to Use LENA – Explaining to Parents
LENA DLP Guide: For Educators and Home Visitors
How to Get a Good Recording: Help LENA Hear
Your LENA Recording Day: Step-by-Step Instructions
Developmental Milestones
Areas of Concerns
LENA Snapshot™
ASQSE
MacArthur-Bates CDI-Short Form
Language Development Chart
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Providence Talks!
Family Orientation
CURRICULUM MAP
Topic
1. Explain the purpose of
Providence Talks
RIELDS
LD 1a Language DevelopmentReceptive Language
2. What are the benefits of
Providence Talks?
LD 2a Language DevelopmentExpressive Language
Activities
Model how to use LENA device and
clothing.
Materials/Resources
1. Welcome Letter – parent handout
2. Benefits of Providence Talks –parent handout
3. Language Development Chart – parent handout
3. Show the introduction
video with parent
testimonials
4. Show Introduction Video with parent
testimonials
5. Information & Informed Consent Form-
4. Explain the importance of
language development
6a. How to Use LENA: Explaining to Parents –parent
handout
5. Review the Information &
Informed Consent Form
6b. DLP FAQ –parent handout
6a. Using the LENA device
6c. Your LENA Recording Day Step-by-Step
Instructions – parent handout
6b. DLP information
6d. How to Get a Good Recording: Help LENA Hear –
parent handout
6c. Review recording plan
worksheet
6e. Materials List – staffing guide
6d. Review how to get a good
recording
7. LENA Snapshot
6e. Material list
8. Note from visit – blank - leave a copy with the
family
7. LENA Snapshot
8. Note from visit
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Providence Talks!
Family Orientation
Topic
Purpose and Benefits of
Providence Talks
Introduction Video
Details and Handouts
Thank the family for the
opportunity to tell them about the
Providence Talks initiative.
“Today I am here to provide an
outline of the Providence Talks
initiative that highlights how
important language is for children’s
development, especially during the
first three years.
“Providence Talks is an initiative
envisioned by the Mayor of
Providence. (Use the Welcome
Letter handout and Benefits of
Providence Talks handout to
reference during conversation.
Provide handouts to the
parent/caregiver).
LESSON PLAN
RIELDS
LD 1a Language DevelopmentReceptive Language
Timing
Prior to visit
LD 2a Language DevelopmentExpressive Language
Notes
1. Learn to use the LENA device,
determined recording day and tips
for getting a good recording.
2. Learn to use the recording plan
worksheet
10 minutes
“This is a brief video to provide you
with more information about the
things we’ve talked about so far”
(show Introduction by Dr. Todd
Risley video) Make a point or two
about the video after viewing and
ask the parent if there are any
follow-up questions.
“Providing a language rich
environment is so important in your
child’s first three years. Lots of
parent/caregivers will ask why it is
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Providence Talks!
Family Orientation
Importance of Language
Development.
important especially if their baby is
a newborn. Research has proven a
newborn knows the sound of his
mother’s voice one day after birth
and a six month old recognizes
his/her name. So talking, talking,
talking is the best way to bathe
your child in language!”
Ask the parent/caregiver some
open-ended questions to engage
the parent in the conversation. For
example, “What are some ways you
use language with your baby during
the day?” “How does your baby
respond? “Discuss the Language
Development Chart parent
handout.
5 minutes
•
Information and
Informed Consent Form
“Now that we’ve gone through this
orientation, is this something you
would still like to participate in?”
• Review the consent form with the
parent. Be sure to highlight the
confidentiality/privacy aspect of
the DLP and use of data.
Prior to visit:
• Review the How to Use LENA:
Explaining to Parents (Staff Guide)
and familiarize yourself with the 5
steps to review with the family.
• Review the LENA DLP Guide: For
Educators and Home Visitors to
familiarize yourself with the screen
displays on the DLP.
10 minutes
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Providence Talks!
Family Orientation
How to Use the LENA
Device
•
•
•
DLP FAQ
•
Recording Plan
Worksheet
•
10 minutes
“Today we are going to learn to use
the LENA Digital Language Processor
or DLP so you can begin to record
language use and conversation
exchanges between you and your
child.
Demonstrate the use of device as
indicated in your staff guide. Use the
Your LENA Recording Day: Step-byStep Instructions parent handout
during demonstration.
“In order to ensure a good recording
on your DLP, I’d like to review some
tips.” Utilize How to Get A Good
Recording: Help LENA Hear handout
to review tips with the
parent/caregiver.
Provide the DLP FAQ handout to the
family. Let the family know they can
call you if they are having difficulty
using the device.
Fill out the Recording Plan
Worksheet with the
parent/guardian. The purpose of the
plan is to determine the consistency
of recordings. Determine with the
family the best day of the week and
the time they will begin recording.
Ask the family who will be there.
This is important because the
recordings should be made with a
consistent adult. The section for
Concerns & Things to Consider is for
5 minutes
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Providence Talks!
Family Orientation
the family or provider to jot down
questions, suggestions or
considerations to be aware of from
the recording day – make the plan
together.
LENA Snapshot
•
Note from visit
Write a note from the visit.
15 minutes
“Today I have one screening that will
provide a baseline of your child’s
development. As we advance
through the program we will be able
to measure your child’s progress by
administering these screenings
every month. The first screening, the
LENA Snapshot consists of a series
of questions for you to answer, yes
or not yet. Don’t worry if you answer
‘not yet’ several times in a row.
Those may be skills that your child
wouldn’t be expected to know. We
will stop when we receive Not Yet 5
times in a row”.
5 minutes
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Providence Talks!
Welcome Letter
Providence Talks
Welcome! Providence Talks is a new, early childhood literacy initiative
envisioned by the Mayor and funded by the Bloomberg Philanthropies.
Providence Talks is designed to assist families and caretakers in developing the
vocabulary and language skills of their young children. This unique approach
combines digital recordings, in-home coaching and other enrichment activities
designed to increase and strengthen a child’s language learning.
We are very excited to have you and your child take part in this exciting new
program! Providence Talks is an innovative language enhancement program that
will build your child’s language development and skills and prepare them for
success in Kindergarten and beyond. Please feel free to contact me with any
questions or concerns that you may have. We are available to answer your
questions at any time. Thank you for participating in Providence Talks, we look
forward to working with you and your child.
Sincerely,
Caitlin Molina
Deputy Executive Director
Office (401) 421-2489 ext. 406
E-mail [email protected]
c
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Providence Talks!
Bienvenidos a Providence Talks
Providence Talks
¡Bienvenidos! Providence Talks es una nueva iniciativa de
alfabetización para la primera infancia cuya visión pertenece al alcalde
y cuenta con fondos de Bloomberg Philanthropies. Providence Talks se
diseñó para asistir a las familias y personas que tienen niños a cargo
para que desarrollen el vocabulario y lenguaje en niños pequeños. Este
enfoque único combina grabaciones digitales, capacitación en el hogar
y otras actividades de enriquecimiento diseñadas para aumentar y
fortalecer el aprendizaje del lenguaje del niño.
Es un gusto para nosotros contar con su participación y la de su hijo en
este emocionante programa. Providence Talks es un innovador
programa de mejora de la lengua que desarrollará las habilidades de
lenguaje de su hijo y lo ayudará a prepararse para tener éxito en
kindergarten y más adelante. No dude en ponerse en contacto
conmigo con cualquier pregunta o preocupación que usted pueda
tener. Estamos a su disposición para responder a sus preguntas en
cualquier momento. Gracias por participar en Providence Talks, será
un gusto trabajar con usted y su niño.
Atentamente,
Oficina (401) 421-2489 ext. 406
E-mail [email protected]
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Providence Talks!
Benefits of Providence Talks
Providence Talks is a new, early childhood intervention designed to help your child succeed in kindergarten and beyond. It was developed by the Mayor and is
currently being implemented at Meeting Street, Children’s Friend, Federal Hill House Association and Family Services of Rhode Island.
Why is it important?
Research shows that children are often exposed to different amounts of adult talk and conversations. Children who hear more words are often better prepared for
academic success. Providence Talks aims to give your child’s first teacher – YOU! – the tools needed to make sure your child’s vocabulary develops at an appropriate
pace.
Who can participate?
Families living in Providence with a child ideally between the ages of 2-30 months are eligible to participate.
How does the program work?
Families participating in Providence Talks will receive home visitation sessions over a one year period, biweekly during the first five months and then one per month
during months 6, 7 and 8. During these visits, your family will receive a free children’s book and special coaching on how to improve your child’s vocabulary and help
prepare him or her for school. During each visit, your family will also receive a digital “word pedometer.” It counts the number of words and conversational
interactions your child engages in during a normal day. You will make one recording with the “word pedometer” approximately every two weeks. No one listens to the
digital recording on the “word pedometer.” Your recording is automatically deleted after it is processed.
Once a family has completed the program, a designated home visitor will complete two follow up recordings in order to check in with the family and ensure they have
maintained their progress from the intervention. These “check-ins” will occur at the 12 and 18-month mark following their child’s enrollment.
Your Home Visitor will bring a personalized print-out with charts and graphs showing the number of words and conversational interactions your child experiences. You
will not need to guess how many words your child is hearing – you will know with personalized reports over time.
Who do I contact if I want more information?
Providence Talks might be an exciting opportunity for you and your child! To learn more about the program, how it works, and how to be involved, please contact the
Providence Talks Deputy Executive Director, Caitlin Molina (401) 421-2489 ext. 406.
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Providence Talks!
Beneficios de Providence Talks
Providence Talks es una nueva intervención infantil temprana diseñada para ayudar a su hijo a tener éxito en kindergarten y más allá. Fue desarrollado por el
alcalde y está siendo probado en Meeting Street, Children’s Friend, Federal Hill House Association y Family Services of Rhode Island ahora.
• ¿Por qué es importante?
Investigaciones demuestran que los niños están expuestos a diferentes cantidades de charlas y conversaciones de adultos. Los niños que escuchan más
palabras a menudo están mejor preparados para el éxito académico. Providence Talks quiere dar a el primer maestro de su hijo - USTED! - las herramientas
necesarias para asegurarse de que el vocabulario de su niño se desarrolle a un ritmo adecuado.
• ¿Quién puede participar?
Familias son elegibles si tienen niños de 2 meses a 30 meses de edad y están viviendo en Providence.
• ¿Cómo funciona el programa?
Familias participando en Providence Talks recibirán visitas quincenales durante los primeros cinco meses y después mensuales durante mes 6, 7, y 8. Durante
cada visita su familia recibirá un libro infantil gratis y hablaran sobre diferentes temassobre como mejorar el vocabulario de sus hijos y ayudar prepararlos para
la escuela.Durante cada visita que se enfoque en el lenguaje, su familia también recibirá un "podómetro de palabras” digital. Este cuenta el número de
palabras e interacciones conversacionales que su niño se involucra durante un día normal. Usted va hacer una grabación con el " podómetro de palabra"
aproximadamente cada dos semanas. Nadie escucha la grabación digital en el " podómetro de palabra. " Su grabación se borra automáticamente después de
que es procesada.
Su visitadora traerá una impresión personalizada con tablas y gráficos que muestran el número de palabras e interacciones conversacionales que su hijo
experimente. Usted no tendrá que adivinar cuántas palabras su hijo esta escuchando - usted sabrá con informes personalizados a través del tiempo.
• ¿A quién contacto si deseo obtener más información?
Providence Talks podría ser una gran oportunidad para usted y su niño! Para aprender más del programa, como funciona y cómo participar, comuníquese con
su visitadora. Usted también puede llamar Caitlin Molina at (401) 421-2489 ext. 406.
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Providence Talks!
Language Development Charts
Hearing and Understanding
Talking
Birth–3 Months
Birth–3 Months

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Startles to loud sounds
Quiets or smiles when spoken to
Seems to recognize your voice and quiets if crying
Increases or decreases sucking behavior in response to sound

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
4–6 Months

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

Moves eyes in direction of sounds
Responds to changes in tone of your voice
Notices toys that make sounds
Pays attention to music
4–6 Months




7 Months–12 Months





Enjoys games like peek-a-boo and pat-a-cake
Turns and looks in direction of sounds
Listens when spoken to
Recognizes words for common items like "cup", "shoe", "book", or
"juice"
Begins to respond to requests (e.g. "Come here" or "Want more?")
Makes pleasure sounds (cooing, gooing)
Cries differently for different needs
Smile when they see you
Babbling sounds more speech-like with many different sounds, including p, b and m
Chuckles and laughs
Vocalizes excitement and displeasure
Makes gurgling sounds when left alone and when playing with you
7 Months–12 Months

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
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
Babbling has both long and short groups of sounds such as "tata upup bibibibi"
Uses speech or non-crying sounds to get and keep attention
Uses gestures to communicate (waving, holding arms to be picked up)
Imitates different speech sounds
Has one or two words (hi, dog, dada, mama) around first birthday, although sounds
may not be clear
From “How Does your Child Hear and Talk: Birth to Five Years Old” by the American Speech-Language-Hearing Association (n.d). Reprinted with permission.
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Providence Talks!
Language Development Charts
Talking
1-2 Years
 Points to a few body parts when asked.
 Follows simple commands and understands simple questions ("Roll the ball,"
"Kiss the baby," "Where's your shoe?").
 Listens to simple stories, songs, and rhymes.
 Points to pictures in a book when named.
1-2 Years
 Says more words every month.
 Uses some one- or two- word questions ("Where kitty?" "Go bye-bye?"
"What's that?").
 Puts two words together ("more cookie," "no juice," "mommy book").
 Uses many different consonant sounds at the beginning of words.
2-3 Years


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


2-3 Years
Understands differences in meaning ("go-stop," "in-on," "big-little," "updown").
Follows two requests ("Get the book and put it on the table").
Listens to and enjoys hearing stories for longer periods of time
3-4 Years
Hears you when you call from another room.
Hears television or radio at the same loudness level as other family members.
Understands words for some colors, like red, blue, and green
Understands words for some shapes, like circle and square
Understands words for family, like brother, grandmother, and aunt

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Has a word for almost everything.
Uses two- or three- words to talk about and ask for things.
Uses k, g, f, t, d, and n sounds.
Speech is understood by familiar listeners most of the time.
Often asks for or directs attention to objects by naming them.
Asks why?
May stutter on words or sounds
3-4 Years
Talks about activities at school or at friends' homes.
Talks about what happened during the day. Uses about 4 sentences at a
time.
 People outside of the family usually understand child's speech.
 Answers simple "who?", "what?", and "where?" questions.
 Asks when and how questions.
 Says rhyming words, like hat-cat
 Uses pronouns, like I, you, me, we, and they
 Uses some plural words, like toys, birds, and buses
 Uses a lot of sentences that have 4 or more words.
 Usually talks easily without repeating syllables or words.


From “How Does your Child Hear and Talk: Birth to Five Years Old” by the American Speech-Language-Hearing Association (n.d). Reprinted with permission
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Providence Talks!
Language Development Chart
Talking
4-5 Years
4-5 Years
a. Understands words for order, like first, next,
and last.
b. Understands words for time, like yesterday,
today, and tomorrow.
c. Follows longer directions, like "Put your
pajamas on, brush your teeth, and then pick
out a book."
d. Follows classroom directions, like "Draw a
circle on your paper around something you
eat."
e. Hears and understands most of what is said at
home and in school.

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Says all speech sounds in words. May make mistakes on sounds that are harder to say, like l, s, r, v, z, ch, sh,
th.
Responds to "What did you say?"
Talks without repeating sounds or words most of the time.
Names letters and numbers.
Uses sentences that have more than 1 action word, like jump, play, and get. May make some mistakes, like
"Zach got 2 video games, but I got one."
Tells a short story.
Keeps a conversation going.
Takes in different ways depending on the listener and place. May use short sentences with younger children
or talk louder outside than inside.
From “How Does your Child Hear and Talk: Birth to Five Years Old” by the American Speech-Language-Hearing Association (n.d). Reprinted with permission
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Providence Talks!
Tablas Sobre el Desarrollo del Lenguaje
Escuchar y Entender
Hablar
Nacimiento – 3 Meses
• Se sobresalta cuando hay sonidos fuertes
• Se pone quieto o sonríe cuando alguien le
habla
• Parece que reconoce su voz y se
tranquiliza si estuvo llorando
• Aumenta o disminuye la succión en
respuesta a un sonido
4 – 6 Meses
• Sus ojos se muevan hacia los sonidos
• Responde a los cambios del tono de su voz
• Se da cuenta de qué juguetes hacen
sonidos
• Presta atención a la música
7 – 12 Meses
• Disfruta los juegos como “cuco” y “hacer
tortitas”
• Gira la cabeza y mira hacia los sonidos
• Escucha cuando alguien le habla
• Reconoce palabras para cosas típicas
como vaso, zapato, libro o jugo
• Comienza a responder a órdenes o
preguntas como “Ven aquí” o “¿Quieres
más?”
Nacimiento – 3 Meses
• Hace vocalizaciones de placer como susurros y balbuceos
• Su llanto es distinto para necesidades diferentes (cuando tiene hambre versus cuando está
cansado)
• Sonríe cuando le ve a usted
4 – 6 Meses
• Los balbuceos son más parecido al habla con muchos sonidos distintos, incluso p, b, y m
• Ríe
• Vocaliza entusiasmo y descontento
• Hace sonidos de gorgoteo cuando está solo y cuando está jugando con usted
7 – 12 Meses
• Los balbuceos tienen secciones cortas y largas como “tata papapa bibibibi”
• Usa el habla o sonidos sin llorar para ganar y mantener su atención
• Usa gestos para comunicarse (moviendo los brazos para estar cargado)
• Imita a algunos sonidos del habla
• Dice una o dos palabras (mamá, papá, no) cerca de su primer cumpleaños, aunque es posible que
los sonidos no sean claros
De “How Does your Child Hear and Talk: Birth to Five Years Old” por el American Speech-Language-Hearing Association (n.d). Reproducido con permiso
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Providence Talks!
Escuchar y Entender
Hablar
1 – 2 Años
• Señala algunas partes del cuerpo cuando
usted le pide
• Cumple órdenes simples y entiende
preguntas simples (“Haz rodar la pelota,”
“Besa al bebe,” “¿Dónde está tu zapato?”)
• Escucha los cuentos simples, canciones y
rimas infantiles
• Señala los dibujos de un libro cuando
usted los nombra
2 – 3 Años
• Entiende los significados distintos de
palabras (“sigue-para”, “adentro-encima”,
“grande-pequeño”, “arriba-abajo”)
• Cumple órdenes más largas “Toma el libro
y ponlo en la mesa.”
• Escucha y disfruta cuentos durante
periodos más largos de tiempo
3 – 4 Años
• Escucha cuando usted le llama desde otro
cuarto
• Escucha la televisión o radio al mismo
volumen de otros miembros familiares
• Entiende palabras de algunos colores,
como rojo, azul y verde
• Entiende palabras de algunas figuras
geométricas, como círculo y cuadrado
• Entiende palabras de la familia, como
hermano, abuelo y tía
1 – 2 Años
•
•
•
•
Dice más palabras cada mes
Utiliza algunas preguntas de una o dos palabras: “¿Qué es? “Dónde está el gatito?” “¿Chao?”
Coloca dos palabras juntas: “más galleta,” “no jugo,” “mamá libro”
Utiliza muchas consonantes distintas en los inicios de las palabras
2 – 3 Años
• Tiene una palabra para casi todo
• Utiliza frases de dos o tres palabras para describir o pedir cosas
• Usa los sonidos c, g, f, t, d, n
• Familiares le pueden entender casi siempre
• A menudo pide o dirige atención a cosas por nombrarlas
• Pregunta “¿Por qué?”
• Puede tartamudear en palabras o sonidos
3 – 4 Años
• Cuenta las actividades que hizo en escuela o en las casas de amigos
• Cuenta lo que pasó durante el día. Usa más o menos 4 oraciones a la vez
• Las personas que nos son familiares típicamente entienden lo que dice el niño
• Contesta preguntas simples: “¿quién?” “¿qué?” y “¿dónde?”
• Pregunta “¿cuándo?” y “¿dónde?”
• Dice palabras que riman
• Usa pronombres como, yo, mi, tu, nosotros y ellos
• Usa palabras plurales, como juguetes, pájaros y buses
• Usa muchas oraciones de 4 o más palabras
• Típicamente puede hablar fácilmente sin repetir sílabas o palabras
De “How Does your Child Hear and Talk: Birth to Five Years Old” por el American Speech-Language-Hearing Association (n.d). Reproducido con permiso
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Providence Talks!
Escuchar y Entender
Hablar
4 – 5 Años
• Entiende palabras ordinales como, primero,
segundo y último
• Entiende palabras de tiempo como, ayer, hoy,
y mañana
• Cumple órdenes complicadas, como “ponte
tus pijamas”, “cepilla tus dientes” y “escoge un
libro”
• Cumple órdenes de aula, como “Haz un círculo
en la cosa que puedes comer”
• Escucha y entiende la mayoría de lo que se
dice en casa y en escuela
4 – 5 Años
• Dice todos los sonidos del habla en sus palabras. Puede que haga errores en sonidos que son
más difíciles, como rr, r, ch, s
• Responde a la pregunta “¿Qué dijiste?”
• Sabe las letras y los números
• Usa oraciones que tienen más que una palabra de acción (verbo) como saltar, jugar y tener.
Puede que haga errores gramaticales
• Cuenta una historia corta
• Mantiene una conversación
• Habla en maneras diferentes, depende de con quien está hablando y el lugar en que está
hablando. Pude usar oraciones más cortas con niños menores o hablar más fuerte afuera
que adentro
De “How Does your Child Hear and Talk: Birth to Five Years Old” por el American Speech-Language-Hearing Association (n.d). Reproducido con permiso.
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Providence Talks!
Introduction Videos
http://youtu.be/59KZPCjxJtY
Parent testimonials from Smarter, Happier, Baby Program
Boulder, Colorado
http://youtu.be/_M4XvkFznjo
Parent testimonials from Smarter, Happier, Baby Program
Boulder, Colorado
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Providence Talks!
INFORMATION & INFORMED CONSENT FORM
Thank you for considering your child for enrollment in Providence Talks. Providence Talks is an early childhood literacy initiative envisioned by the Mayor and funded
by the Bloomberg Family Foundation, Inc. (“Bloomberg Philanthropies”). Providence Talks is designed to assist families and caretakers in developing the vocabulary
and language skills of their young children. Providence Talks consists of a combination of digital recordings, in-home coaching sessions with a Home Visitor and other
enrichment activities. Your participation in Providence Talks is strictly voluntary.
Providence Talks involves the use of technology (“Technology”) developed by the LENA™ Research Foundation, a not for profit organization located in Boulder,
Colorado (“LENA”), together with a curriculum specifically designed for and by Providence Talks (“Curriculum”).
Please read this document carefully before deciding whether to participate. If, after reading this Information & Informed Consent Form, you have any questions or
concerns about your participation in Providence Talks, please do not sign this document. Instead, please contact either your Home Visitor or Providence Talks’ Deputy
Executive Director: Caitlin Molina at [email protected] or by phone at (401) 421-2489 ext. 406.
PURPOSE
The purpose of Providence Talks and the use of the Technology and Curriculum in combination are to improve your child’s language development and help you
prepare your child for lifelong educational success and opportunity.
WHAT IS REQUIRED OF YOU
You and your family’s participation in Providence Talks are strictly voluntary. You may end your participation in Providence Talks at any time.
If you decide to participate in Providence Talks, you will be asked to do the following:
1. Assessments. Each month we will complete certain assessments with you regarding your child’s development and language skills. Results of these
assessments will be given to you directly by your Home Visitor.
2. Recordings. You will be asked to complete recordings, during which time your child will wear clothing supplied by LENA™, (typically a vest,) that contains a
recording device called a DLP, which stands for digital language processor. You simply turn on the DLP at the beginning of the day; put the DLP in the clothing
your child will wear, and leave the DLP and clothing on for at least 10 hours. Please speak to your Home Visitor if you have any additional questions regarding
the DLP. The DLP will record everything your child says and the sounds around them throughout the day for up to 16 hours. If your child goes to sleep before
16 hours have been recorded, leave the DLP on and let the DLP run until it shuts off automatically. Your Home Visitor will provide everything you need to
record, including one DLP, two vests, and instructions. You may keep all materials except the DLP and clothing, which we ask that you return at the end of your
participation in Providence Talks.
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Providence Talks!
Since the purpose of the recording sessions is to collect speech samples from your child’s typical day, you should proceed with your normal daily routines or
scheduled activities. You should remove the clothing containing the DLP during baths and water play, but keep the clothing dry and near your child to continue
recording your child’s language environment. Children may wear the DLP during naps. Participation involves completing a minimum of 13 recordings within a 9month period. You will record every other week for the first five months, and then once per month at months 6, 7 and 8. Once your family has completed the
program, you will be asked to complete two follow-up recordings and sessions with a designated home visitor in order to ensure you have maintained your
progress from the intervention. These “check-ins” will occur at the 12 and 18-month mark following your enrollment into Providence Talks (or 3 and 9 months
after program completion.)
After each recording, your Home Visitor will pick up the DLP from you for processing. You’re Home Visitor and/or their team will transfer the recording to a
computer where it will be processed. As part of the processing, the recording shall be permanently deleted from the DLP. No record of the recording on the
DLP will be saved. Instead, a processed computer file containing only statistical information including counts of words and conversational turns will be saved.
No one will ever listen to, or hear, your recording.
3. Home Visitation Sessions. You are being asked to participate in 13 home visitation sessions over a one-year period, bi-weekly during the first five months
and then one per month during months 6, 7 and 8 of the Curriculum. You will be expected to complete 13 day long recordings (10 bi-weekly recordings during
the first five months and 3 monthly recordings at months 6, 7 and 8 thereafter during the Curriculum ). Each session will take about one hour. At the home
visitation sessions, your Home Visitor will discuss the importance of the early language environment for your child’s development, review the LENA™ reports on
words and conversational turns and learn strategies for increasing talk and interaction through the Curriculum. Your Home Visitor will be completing
assessments with you and your child. At each session you will also be given one children’s book for every usable, daylong recording you complete (up to a total
of 13 books).
4. Parent Meetings. You may be asked to optionally attend group meetings with other parents who are participating in Providence Talks. These meetings will
occur intermittently, and will provide an opportunity for parents to share experiences and ideas for improving both the language development of their child
and Providence Talks.
5. Program Discontinuation. The Providence Talks initiative runs for one-year; therefore, it is important that parents complete all the recordings, participate
in the assessments and follow the Curriculum. If you are unable to complete the scheduled recordings, participate in the assessments or implement the
strategies taught as part of the Curriculum then your participation may be discontinued. If this happens, you will be asked to return the DLP and clothing
immediately; however, any books that have been provided to you through Providence Talks are yours to keep.
CONFIDENTIALITY AND USE OF THE DATA
Any information and data obtained in connection with this program that can be identified with you or your child will be kept confidential from anyone other
than Providence Talks, LENA™ and the City of Providence. Providence Talks, LENA™ and the City of Providence will comply with all local, state, and federal
laws regarding confidentiality.
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Providence Talks!
The digital recording within the DLP is compressed, so unlike mobile phones or other audio recorders it cannot be directly listened to. If you were to misplace
the DLP after a recording has been made prior to processing and deletion of the audio, it is possible, though very unlikely, that a third party could access your
recording. In order to do this, a third party would need to have access to other LENA™ software along with the knowledge of how to use it.
Reports and results from Providence Talks will be presented at conferences, public meetings and/or published in articles; however, neither your name nor the
name of your child, or any other unique identifying information about you or your family will ever be disclosed without your express consent.
CONSENT
You acknowledge and consent that your child and those around your child will be digitally recorded for the duration of the time that your child is wearing the DLP.
You acknowledge and consent that Providence Talks, LENA™ and the City of Providence may have access to the DLP recordings and their statistical data. Every
effort will be made to ensure that no third party has access to the DLP or any of the data contained on it other than Providence Talks, LENA™ and the City of
Providence and their employees and/or affiliated researchers and professionals without your consent.
By participating in Providence Talks, you agree to take any and all precautions against the involuntary recording of non-consenting adults. You are responsible to
inform other family members and any other third party that you may encounter, while your child is wearing the DLP that the DLP is recording and making a digital
record of the sounds of your child and those around your child.
By participating in Providence Talks you agree to allow your contact information (name, telephone number and e-mail address) to be shared with Providence
Talks. By signing this form you agree that members of the Providence Talks team may reach out to you to get your feedback about the program. Your input is
entirely voluntary and your responses will be kept completely confidential. Any feedback may be shared with Providence Talks’ providers for training purposes in
order to assess and improve the program. This authorization to use or disclose this information shall remain in effect until 7/30/2017 unless I revoke it in writing
at any time by sending written notification to:
Deputy Executive Director, Providence Talks, Providence City Hall, 25 Dorrance Street Rm. 205, Providence, RI 02903.
COMPENSATION
You will receive 2 free items of clothing to borrow.
You will receive up to 13 home visits by [Insert Organization Name.]
You will receive up to 13 children’s books; one book for each usable daylong recording you complete.
At the completion of the one-year period, you will be required to return the DLP and item of clothing to [Insert Organization Name.]
If your participation is discontinued prior to one-year, you will be required to immediately return the DLP and of clothing.
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Providence Talks!
OWNERSHIP OF DATA
Providence Talks and LENA™ shall jointly own all data collected through your participation in Providence Talks and agree to use it solely for the purpose of
program improvement, education and research to improve the language environment and ability of children. Upon request, Providence Talks and/or LENA may
make aggregated non-individually identified data available to the City of Providence for the purpose of program design and evaluation.
POTENTIAL RISKS AND DISCOMFORTS
There is a very slight risk of bruising should your child fall directly on the DLP recorder.
The primary discomfort will be in collecting the day long recording itself, which requires that your child wear the LENA clothing with the DLP recording device.
POTENTIAL BENEFITS
It is possible that participating in this program will help enhance your child’s language environment. It is possible that an enhanced language environment will
benefit your child’s language development and his/her social and emotional development. It is possible that the data collected in this program will help us
learn more about child language development and the language environment of young children, and improve Providence Talks and other programs benefiting
children and their families that will help prepare children for future success.
PARTICIPATION AND WITHDRAWAL
You can choose whether you and your child will participate in Providence Talks. Even if you volunteer to participate, you and your child may withdraw at any
time. You may refuse to answer any questions you do not want to answer.
•
[Insert Organization Name] or Providence Talks may decide not to include you and your child in Providence Talks or to discontinue your participation if you are
unable to comply with the program requirements specified above. As an example, we may decide not to include you and your child for failure to complete
recordings or inability to implement the strategies taught through the Curriculum.
PARTICIPANT’S RIGHTS
If you have any questions or concerns about your participation in Providence Talks, please contact Caitlin Molina, the Providence Talks Deputy Executive Director at
City Hall, 25 Dorrance St. Rm. 205, Providence, RI 02905; Telephone 401-421-2489 ext. 406 or your Providence Talks Home Visitor at [Insert Home Visitor’s Phone
Number.]
Any new findings that may influence participants’ willingness to continue participation will be provided to the participants as they become available.
The Providence Talks initiative described above has been explained to me and I believe that I understand the purpose, procedures and my rights. My questions
about Providence Talks have been answered to my satisfaction, and I agree, on behalf of myself and my child to participate subject to the conditions described
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Providence Talks!
above. I agree, on behalf of myself and my child, that [Insert Organization Name,] LENA™, Providence Talks and the City of Providence will have ownership of
any data collected. This Information & Informed Consent form constitutes the entire agreement between me and my child, and [Insert Organization Name,]
Providence Talks, LENA™ and the City of Providence.
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Providence Talks!
Authorization and Release
AUTHORIZATION AND RELEASE
By signing below, I and my child do not give up any of our legal rights as participants in Providence Talks.
Name of Participant (Please print your child’s name)
First
Middle
Last
Name of Parent or Legal Guardian (Please print your name)
First
Middle
Last
________________________________________
Signature of Parent or Legal Guardian
Date
Email Address
Phone Number
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Providence Talks!
Fomulario de Información y Consentimiento Informado
FORMULARIO DE INFORMACIÓN Y CONSENTIMIENTO INFORMADO
Gracias por considerar la inscripción de su niño/niña en Providence Talks. Providence Talks es una iniciativa de alfabetización en primera infancia previsto del alcalde y
financiado por Bloomberg Family Foundation, Inc. (“Bloomberg Philanthropies”). Providence Talks es diseñado para asistir a familias y cuidadores con el desarrollo del
vocabulario y las competencias lingüísticas de sus pequeños niños/niñas. Providence Talks se compone de una combinación de grabaciones digitales, sesiones de
entrenamiento con un Visitador al Domicilio, y otras actividades de enriquecimiento. Su participación en Providence Talks es completamente voluntaria.
Providence Talks implique el uso de tecnología (“Tecnología”) desarrollada de LENA™ Research Foundation, una organización beneficia sin fines de lucro de Boulder,
Colorado. (“LENA”), juntos con un currículo diseñado específicamente para y por Providence Talks (“Currículo”).
Por favor, lea este documento cuidadosamente antes de decidir si participará o no. Si, después de leer este documento de Información y Consentimiento Informado,
tiene una pregunta o inquietud sobre su participación en Providence Talks, por favor no firme este documento. En lugar de firmar, contacte a su Visitador de Domicilio
o a la directora de Providence Talks: Caitlin Molina al [email protected] o por teléfono al (401) 421-2489 ext. 406.
PROPÓSITO
El propósito de Providence Talks y la usa de la Tecnología y el Currículo en combinación es mejorar el desarrollo lingüístico de su niño/niña y ayudarle a preparar a su
niño/niña para el éxito educativo y la oportunidad en la vida.
REQUISITOS
Su participación en Providence Talks es completamente voluntaria. Puede discontinuar su participación en cualquier momento.
Si decide participar en Providence Talks, se le pedirá que haga lo siguiente:
1. Evaluaciones: Cada mes cumpliremos evaluaciones específicos con usted sobre el desarrollo de su niño/niña y sus competencias lingüísticas. Recibirá los
resultados de estas evaluaciones de su Visitador al Domicilio.
2. Grabaciones de LENA: Se le pediría que haga grabaciones, durante el cual su niño/niña llevará ropa (típicamente un chaleco o camiseta) que contiene un
aparato llamado DLP, que significa procesador digital de lengua. Simplemente hay que encender el DLP al comienzo del día, poner el DLP en la ropa que llevara
su niño/niña, y déjelo encendido por todo el día (un mínimo de 10 horas). Por favor, hable con su Visitador de Domicilio si tienes preguntas adicionales sobre
el DLP. El DLP grabará todo lo que dice su niño y los sonidos alrededor de él/ella durante el día hasta 16 horas. Si su niño se queda dormido antes de cumplir
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Providence Talks!
Fomulario De Información y Consentimiento Informado
los 16 horas, déjelo grabando hasta que se apague automáticamente. Su Visitador al Domicilio le prestará todo lo que necesita para grabar, incluyendo un DLP,
dos chalecos, y instrucciones. Pueden tener regalada todas las materiales con la excepción del DLP, que le pedimos a devolver al término de su participación
en Providence Talks.
Porque el propósito de las sesiones de grabación es recoger muestras de voz en un día típico de su niño/niña, debe hacer sus rutinas diarias típicas o
actividades planificadas. Debe quitar la ropa que contiene el DLP antes de jugar en agua o bañarse, pero quede la ropa seca y cerca de su niño/niña para
continuar de grabar el entorno lingüístico. Su niño/niña se puede seguir llevando la ropa durante siestas. La participación se requiere que complete un
mínimo de 13 grabaciones entre un periodo de 12 meses. Completará grabaciones cada otra semana entre los primeros cinco meses, y una vez en los meses 6,
7 y 8.
Después de cada grabación, su Domicilio al Casa recuperará el DLP de usted para tratamiento. Su Domicilio al Casa y/o su equipo transferirá la grabación a una
computadora donde se procesará. Como parte del tratamiento, la grabación se borrará del DLP. No se quedará ningún registro del audio. En vez de esto, un
archivo procesado que contiene sólo la información estadística, incluyendo el número de palabras y cambios de orador, se guardará y se mandará a la LENA
Research Foundation, una organización beneficia sin fines de lucro, donde se hacen reportes finales de los datos para Meeting Street. Si decide que no quiere
que se use una grabación, por favor pide a su Visitador. Esta solicitud se aceptará. Nadie escuchará a su grabación.
3. Sesiones de Providence Talks: Se le pedirá participar en 13 visitas a domicilio entre un año: bisemanales durante los primeros cinco meses, y una vez en los
meses 6, 7 y 8 del Currículo. También, tendrá que hacer 13 grabaciones de un día de duración (10 grabaciones bisemanales durante los primeros cinco meses y
3 grabaciones mensuales en los meses 6, 7, y 8 del Currículo). Cada visitación durará mas o menos una hora. En las visitas, su Visitador al Domicilio discutirá la
importancia de leer para el desarrollo de su niño, repasará los resultados de LENA™ sobre palabras y conversaciones y enseñará estrategias de mejorar
expresión vocal y comunicación en el Currículo. Su Visitador al Domicilio cumplirá evaluaciones con usted y su niño/niña. En cada sesión, también se le dará un
libro de niños por cada grabación usable que completa (hasta 13 libros en total).
4. Reuniones de Padres. Es posible que se le pedirá asistir a reuniones opcionales con otros padres que están participando en Providence Talks. Estas reuniones
se ocurrirán de intervalos, y serán una oportunidad para los padres a compartir experiencias e ideas para mejorar el desarrollo lingual de sus niños/niñas y
también mejorar el programa Providence Talks.
5. Discontinuación de Participación en el Programa. El iniciativa Providence Talks dura un ano; por eso, es importante que padres cumplan todas las
grabaciones, participar en las evaluaciones, y sigan el Currículo. Si no está capaz de cumplir las grabaciones, participen en los evaluaciones, o implementar las
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Providence Talks!
estrategias enseñadas por el Currículo, su participación se puede hacer discontinuada. Si pasa eso, se le pedirá a devolver el DLP inmediatamente, pero puede
quedarse con los libros y ropa que ya se han prestado a usted por Providence Talks.
CONFIDENTIALIDAD Y USO DE LOS DATOS
Toda la información y data obtenida en conexión de este proyecto que puede ser identificado con usted o su niño/niña se guardará confidencial de todos, con la
excepción de Providence Talks, LENA, y la Ciudad de Providence. Providence Talks, LENA, y la Ciudad de Providence cumplirán con todas las leyes locales, estados y
federales con respeto a confidencialidad.
La grabación digital en el DLP está comprimido, así que no se puede escucharla directamente cómo es posible con celulares u otros aparatos de grabación. Si lo
pierde el DLP después de terminar una grabación pero antes de se está procesado y eliminado, es posible, pero muy improbable, que un tercero puede acceder a
su data. Para hacer eso, un tercero tendría que tener acceso a otro software de LENA y el conocimiento de utilizarlo.
Reportes y resultados de Providence Talks se presentarán en conferencias, reuniones publicas, y/o artículos publicados; pero no se revelará el nombre de usted o
de su niño/niña, ni otra información personal que puede identificarse sin su consentimiento explícito.
CONSENTIMIENTO
Consiente en hacer que su niño/niña y los que están alrededor de su niño/niña estarán grabados digitalmente por la duración de tiempo que lleva el DLP su niño.
Reconoce y consiente que Providence Talks, LENA™, y la Ciudad de Providence pueden acceder a las grabaciones del DLP y sus datos estadísticos. Se hará todos los
esfuerzos para asegurar que ningún tercero puede acceder al DLP o a los datos que contiene, aparte de Providence Talks, LENA™, y la Ciudad de Providence y sus
empleados y/o investigadores y profesionales sin su consentimiento.
A participar en Providence Talks, consiente en tomar todas las precauciones contra la grabación involuntaria de adultos sin sus consentimientos. Tiene la
responsabilidad de informar a otros miembros de su familia y otros terceros con que se encuentra, mientras lleva el DLP su niño/niña, que el DLP está grabando y
haciendo una grabación digital de los sonidos de su niño/niña y los ruidos a su alrededor.
A participar en Providence Talks, consiente en compartir su información de contacto (nombre, número de teléfono y correo electrónico) con Providence Talks. A
firmar este formulario, esta se compromete que miembros del Providence Talks puedan contactarse para saber sus reacciones y opiniones del programa. Su
participación en estas conversaciones es completamente voluntaria y sus respuestas se guardarán. Cualquier reacción se pueda compartir con proveedores de
Providence Talks para el propósito de entrenamiento para evaluar y mejorar el programa. Este autorización para usar o compartir este información permanecerá
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Providence Talks!
hasta el 7/30/2017 a menos que la revoque por escrito en cualquier momento por mandar notificación escrito a: Deputy Executive Director, Providence Talks,
Providence City Hall, 25 Dorrance Street Rm. 205, Providence, RI 02903.
COMPENSACIÓN
Recibirá 2 prendas de vestir gratis (un chaleco o camiseta)
Recibirá hasta13 visitas de casa por [Insert Organization Name]
Recibirá hasta 13 libros de niños, recibido como premio por cada grabación completa y utilizable que completa.
Al final del periodo de un ano, se estará obligado a devolver el DLP a [Insert Organization Name.]
Si su participación está discontinuado ántes de terminar el año, se estará obligado a devolver el DLP y la ropa inmediatamente.
PROPIEDAD DE LOS DATOS
Providence Talks y LENA™ conjuntamente tendrán propiedad de todos los datos recopilados por su participación en Providence Talks y estarán de acuerdo de
usarlo solamente con el fin de la mejora del programa, educación e investigaciones para mejorar el entorno lingual y habilidad lingual de niños. A petición,
Providence Talks y/o LENA™ puede hacer accesible los datos que están conjuntos y sin identificación individual a la Ciudad de Providence con el fin de la diseña y
evaluación del programa.
RIESGAS Y MOLESTIAS POTENTCIALES
Hay un ligero riesgo de hacer moretones si se cae su niño/niña directamente en el DLP. La molestia primaria será recopilar las grabaciones de un día de duración,
que requiere que su niño/niña lleve la ropa designada que contiene el DLP.
BENEFICIOS POTENCIALES
Es posible que participación en este programa se ayudará a mejorar el entorno lingüístico de su niño. Es posible que un entorno lingual mejorado beneficiará al
desarrollo lingual y su desarrollo social y emocional de su niño/niña. Es posible que los datos recopilados en este programa nos ayudará aprender más sobre el
desarrollo lingual de infancia, y el entorno lingual de infancia, y mejorar Providence Talks y otros programas que apoyan a niños y familias que ayudan a preparar
los niños para éxito en el futuro.
PARTICIPACION Y RETIRADA
Puede decidir si participe su niño/niña o no en Providence Talks o discontinuar su participación si está incapaz de cumplir los procedimientos que son escritos
anteriormente. Aun cuando elige de participarse, usted y su niño/niña se pueden retirar en cualquier momento. Puede negar contestar cualquier pregunta que no
quiera contestar.
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Providence Talks!
•
[Insert Organization Name] o Providence Talks puede decidir no incluir a usted y su niño/niña en Providence Talks o discontinuar su participación si está
incapaz de cumplir las procedimientos que son escritos anteriormente. Por ejemplo, podemos decidir no incluir a usted y su niño/niña por incumplimiento
de grabaciones o incapacidad de poner en práctica las estrategias enseñadas por el Currículo.
DERECHOS DE LOS PARTICIPANTES
Si tiene una pregunta o inquietud sobre su participación en Providence Talks, por favor contacte a Caitlin Molina, la Directora de Providence Talks al Providence
City Hall, 25 Dorrance Street, Rm. 205, Providence, RI 02903; por teléfono al 401-421-2489 ext. 406 o a su Visitador de Domicillio; teléfono al [Insert Home Visitor’s
Phone Number.]
Cualquier resultado que puede influir la voluntad de seguir participando se proveerá a los participantes tan pronto como estén disponibles.
La iniciativa Providence Talks, descubierto anteriormente, me ha sido explicado y creo que entiendo el propósito, los procedimientos y mis derechos. Mis
preguntas sobre Providence Talks han sido contestadas de mi satisfacción, y estoy de acuerdo, en nombre mío y de mi niño/niña de participarnos, sujetos a las
condiciones escritos anteriormente. Consiento, en nombre mío y de mi niño/niña, que [Insert Organization Name,] LENA™, Providence Talks y la Ciudad de
Providence tendrán propiedad de los datos recopilados. Este documento de Información y Consentimiento Informado significa que el acuerdo entero entre yo y mi
niño/niña, y [Insert Organization Name,] LENA™, Providence Talks y la Ciudad de Providence.
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Providence Talks!
Authoización y Liberación
AUTORIZACIÓN Y LIBERACIÓN
A firmar debajo, yo y mi niño/niña no renunciamos a nuestras derechas legales como participantes en Providence Talks.
Nombre del Participante (Por favor escriba el nombre de su niño/niña)
Nombre
Apellido
Nombre del padre o cuidador legal (Por favor escriba el nombre de su niño/niña)
Nombre
Apellido
________________________________________
Firma del padre o cuidador legal
Fecha
Correo Electrónico
Número de Teléfono
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Providence Talks!
The LENA Device (DLP) & Frequently Asked Questions
Providence Talks involves the use of a small recording technology device, (DLP) developed by the LENA Research Foundation, a charitable organization located in
Boulder, Colorado. The approach of the DLP device combined with the enhanced language curriculum and robust parent coaching make Providence Talks an
innovative model to developing language in young children.
Q. I pressed the top button on the LENA DLP and now the screen says Sleeping. Is this okay?
A. Yes, this is fine! To begin recording, press and hold the REC button until the screen says Recording (about 4 seconds). Let go of the button when the screen
says Recording.
Q. I turned on my LENA DLP and forgot to press the REC button right away. The LENA DLP has shut off. How do I turn it back on?
A. 1) Press the top button for about 4 seconds, until the screen says Sleeping.
2) Press and hold the REC button (for about 4 seconds) until the screen says Recording. Let go of the button when the screen says Recording.
Q. I’m ready to put the LENA DLP in the LENA Clothing but it says Paused instead of Recording. What should I do?
A. It is very important that the screen says Recording before you put it in the LENA Clothing. If it says Paused, press the REC button until the screen
says Recording (about 4 seconds).
Q. When the LENA DLP turned off after 16 hours, the screen said Memory Full, but now the screen is blank. Is this okay?
A. Yes! The screen automatically goes blank 15 minutes after the recording is complete.
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Providence Talks!
El Contador LENA (DLP) y Las Preguntas Más Frecuentes
Providence Talks implica el uso de la tecnología en un pequeño contador de palabras (DLP), desarrollado por la Fundación LENA ™ Research, una organización de
beneficencia con sede en Boulder, Colorado. El enfoque del contador DLP combinado con el plan de estudios para la mejora del lenguaje y la importante orientación
para los padres hacen de Providence Talks un modelo innovador para el desarrollo del lenguaje en los niños pequeños.
Q. Apreté el botón de arriba del contador LENA DLP y ahora la pantalla dice Sleeping. ¿Está todo bien?
B. ¡Sí, todo está bien! Para comenzar a grabar, presione por un ratito el botón de REC hasta que la pantalla diga Recording (unos 4 segundos). Suelte el botón
cuando la pantalla diga Recording.
Q. Encendí el contador LENA DLP y me olvidé de presionar el botón REC. El contador LENA DLP se apagó. ¿Cómo lo puedo volver a encender?
A. 1) Presione el botón de arriba por 4 segundo, hasta que la pantalla diga Sleeping.
2) Presione y mantenga presionado el botón de REC (por 4 segundos) hasta que la pantalla diga Recording. Suelte el botón cuando la pantalla diga Recording.
Q. Estoy listo para colocar el contador LENA DLP en la ropa LENA pero dice Paused en vez de Recording. ¿Qué debo hacer?
A. Es muy importante que la pantalla diga Recording antes de colocarlo en la ropa LENA. Si dice Paused, presione el botón REC hasta que la pantalla diga
Recording (alrededor de 4 segundos).
Q. Cuando el contador LENA DLP se apagó después de las 16 horas la pantalla decía Memory Full, pero ahora la pantalla está negra. ¿Está bien?
A. ¡Sí! La pantalla se apaga automáticamente 15 minutos después de que se termina la grabación.
34
Providence Talks!
Material List
•
LENA Digital Language Processor (DLP)
•
2 Vests
•
Binder (consent, hourly activity log, recording reports, parent
handouts, contact information)
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Providence Talks!
CURRICULUM MAP
Topic
RIELDS
Activities
Materials/Resources
1. Review LENA Recording Report
SE 1a Social Emotional-
1. N/A
1. LENA Recording Report
2. Make a recording plan
Relationships with Others
2. Plan together what the
2. Recording Plan Worksheet – parent handout
3. Review Time of Day Activity &
Notes
SS 1a Social Studies- Self,
recording sessions will look
3a. Time of Day Activity & Notes – blank – parent handout
Family, and Community
like
3b. Time of Day Activity & Notes – sample – parent
4. Administer MacArthur-Bates
CDI-Short Form and ASQSE
3. Review the time of day
activity sheet and compare
5. Note from visit
it to the first recording
6. Intake Form
report
4. Use MacArthur-Bates CDIShort Form and ASQSE
tools to get a benchmark
handout
4. MacArthur-Bates CDI-Short Form and ASQSE tools –
check to make sure you have the appropriate age of the
child
5. Note from visit - blank – leave a copy with the family
6. Intake Form
5. Write note from the visit
Bring book to visit:
6. Intake Form
0-1 Baby Face Board Book #2 Smile
1-2 Baby’s Colors
2-3 Llama Llama Red Pajama
Spanish:
Me Gusta Jugar
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Providence Talks!
LESSON PLAN
OBJECTIVE: Parent/Caregiver will …
• Review and Analyze their first LENA Recording Report
• Document their Time of Day Activity form.
• Complete Intake Form
• Provide parent report for developmental screenings.
• Discuss routines and the importance of consistency.
Topic
Review LENA Recoding
Report from last visit.
Provide the parent/caregiver with the LENA
Recording Report. “Today I have your first
LENA Recording Report for us to review.”
To engage the parent/caregiver in the
process of the review, it is best to ask openended questions. For example, “Is there
anything that stands out to you at first
glance?” “Are there any areas that concern
you? If so, how do you think you could
improve?” What areas do you feel most
confident about?”
Intake Form
Complete the intake form with the
parent/caregiver. “The next form is the
Intake Form which will help us to better
understand your family. You will be asked
a series of questions. You can decline to
answer any question you feel
uncomfortable answering.”
MacArthur-Bates CDI-Short
Form & ASQSE
Only administer if the child
Prior to visit determine if the child has a
recent screening on file. If not, select the
age appropriate screening to bring on
RIELDS
SE 1a Social
EmotionalRelationships with
Others
Timing
Prior to visit
SS 1a Social
Studies- Self,
Family, and
Community
15 minutes
Notes
5 minutes
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Providence Talks!
does not have a recent
(within 3 months)
screening, on file.
visit.
“The next screenings are the MacArthurBates CDI-Short Form and ASQSE. The
MacArthur-Bates CDI-Short Form screening
will provide us with information about your
child’s overall development in language
development. The ASQSE screening will
provide information about your child’s social
emotional and adaptive (self-help) skills”
If the ASQSE was previously completed,
review the results and talk with
parent/caregiver about any changes they
have noticed since the last screening.
“Daily routines are an important learning
tool for your child’s development. When the
day is predictable (meals, nap time, play,
bath time) children learn about their world
because of the repetition or pattern routines
provide. The repetition helps children
develop secure relationships as they explore
and engage in words and turns! Other
benefits of having routines are they allow
your baby to develop self-control and the
ability to cope with transitions. Routines
provide numerous learning opportunities for
your child. As an added benefit, routines can
lessen a child’s confusion about what is
happening and decrease parent frustration.
We will talk more about routines next
week.”
5 minutes
0-1 Baby Face Board Book #2 Smile
1-2 Baby’s Colors
2-3 Llama Llama Red Pajama
Spanish :
Me Gusta Jugar
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Providence Talks!
(If the family does not have a consistent
routine discuss how establishing a routine
might help with some of the challenges they
may experience throughout the day and
perhaps beginning with 2 to 3 things they
can commit to on a regular basis. Be sure to
follow up and add new routines to their
schedule).
Time of Day Activity &
Notes.
Note from visit
“During the next 2 weeks, think about your
routine as you go through the day. Think
about what is working well and perhaps,
something you might want to change. Next
week we will fill out the Time of Day Activity
& Notes form.”
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Providence Talks!
Time of Day
Activity
Notes
40
Providence Talks!
Time of Day Activity & Notes – Sample
Time of Day Activity & Notes - Sample
Time of Day
Activity
Notes
7:00 Get up
7:15 Eat breakfast
7:45 Get dressed /Brush teeth
8:00 Play
8:30 Bring brother to school
9:00 Nap
11:00 Get up
11:15 Eat lunch
11:45 Play
1:00 Nap
2:45 Pick brother up at school
3:15 Eat snack
3:30 Play
6:00 Eat dinner
6:45 Take a bath
7:00 Read books
7:30 Bedtime
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Providence Talks!
Recording Plan Worksheet
Child’s Name______________________________
Week Number
1
Day of the week
Time
Who will be there?
Date________________________
Suggestions/concerns
2
3
4
5
6
7
8
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Providence Talks!
Intake Form
Intake Form
**Information gathered on this form can be directly entered into the Advanced Demographics field in LENA Mobile on your tablet. Paper copies are provided in the
event the parent/caregiver would like a copy of the form for their records.
Date: _______________
Interviewer name:____________________
Agency name: _______________________
Providence Talks Service Type (check one): ______Home visitation
_________ Center-based group
RCT participation ______Y ______ N
Parent(s)/Guardian(s) Name:
Parent Birth Date: M/D/Y
Relationship to Child:
Occupation:
Does child live in a single or dual parent household?
 Single parent household  Dual parent household
Primary Care Giver Name:
Birth Date:
M/D/Y
Relationship to child:
Child’s Name & LENA ID Number:
Child’s Birth Date:
M/D/Y
Child’s Gender:
Phone Number:
Emergency Phone:
Email:
Address:
City:
Zip Code:
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Providence Talks!
Intake Form
Family Information
1. Please tell me about the members of your family or others who live with you:
How many adults (people 15 years-old or older–including parents) are living in your household? ______
Name (First Name only)
Relationship to child (parent,
grandparent, brother, step brother,
etc.)
Birth Date
2. Parents Education:
What is the highest degree obtained by the child’s mother?
 NO HIGH SCHOOL DIPLOMA (PLEASE LIST NUMBER OF YEARS OF HIGH SCHOOL COMPLETED _______)
 GED
 HIGH SCHOOL DIPLOMA
 TRADE SCHOOL
 SOME COLLEGE (NUMBER OF YEARS OF COLLEGE COMPLETED _______)
 ASSOCIATE’S DEGREE
 4-YEAR COLLEGE DEGREE
 MASTER’S DEGREE
 DOCTORATE DEGREE
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Providence Talks!
Intake Form
What is the highest degree obtained by the child’s father?
 NO HIGH SCHOOL DIPLOMA (PLEASE LIST NUMBER OF YEARS OF HIGH SCHOOL COMPLETED _______)
 GED
 HIGH SCHOOL DIPLOMA
 TRADE SCHOOL
 SOME COLLEGE (NUMBER OF YEARS OF COLLEGE COMPLETED______)
 ASSOCIATE’S DEGREE
 4-YEAR COLLEGE DEGREE
 MASTER’S DEGREE
 DOCTORATE DEGREE
3. Language
What is the primary caregiver’s native language? ________________________
What is the language spoken most often at home? ________________________
4. Race:
__ White
__ Native Hawaiian or Pacific Islander
__ American Indian or Alaska Native __ Unspecified
__ Asian
__ Other ________________________
__ Black or African American
5. Are you Hispanic or Latino:
__ Yes
__ No
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Providence Talks!
Intake Form
6. Do you or your child participate in a Home Visiting Program?
__ Yes
__ No
If yes, please name the program and agency:
___________________________________
Agency
___________________________________
Program
7. Does child regularly attend daycare or preschool outside your home?
If yes: __ Preschool
__ Yes
__ No
__ Daycare
8. Please indicate your child’s current clothing size
__ 3-6 mo
__ 2T
__ 6-12 mo
__ 3T
__ 12-18 mo
__ 4T
__ 12-24 mo
__ 5T
__ Other:_________________
9. How did you find out about Providence Talks?
__ Newspaper Ad __ Bus Ad __ TV __ Radio __ Facebook __ Word of Mouth
__ Home Visitor
__ PT Family
__ Other:_____________________
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Providence Talks!
Formulario de Admisión
Fecha: _______________
Nombre de entrevistador:____________________
Nombre de agencia:_______________________
Tipo de Servicio de Providence Talks (marque uno): ______ Visita a Domicilio
Participación de RCT _____Sí
_________ Grupo en Centro
____No
Nombre(s) de Padre(s) o Cuidador(es)”
Fecha de Nacimiento de
Padre/Cuidador: M/D/A
Relación con el Niño(a)
Ocupación:
¿Vive el niño/la niña en hogar de un solo padre o de dos
padres?
 Hogar de un solo padre  Hogar de dos padres
Nombre de Cuidador Principal:
Fecha de Nacimiento: M/D/A
Relación con el Niño(a):
Nombre del niño(a)
Fecha de Nacimiento: M/D/A
Sexo del Niño(a):
Número de Teléfono:
Secundario:
del Contacto de
Emergencia:
Dirección:
Ciudad:
Código Postal:
47
Providence Talks!
Información Familiar
1. Por favor, dígame sobre los miembros de la familia u otras personas que viven con usted:
¿Cuántos adultos (personas que tienen mas que 15 años—incluyendo padres) viven en su hogar? ___
Nombre (sólo nombre—omita el apellido)
Relación con el niño(a) (padre, madre,
Fecha de
abuelo(a), hermano(a), hermanastro(a),
Nacimiento
etc.)
2. Educación de los Padres
¿Cuál es la titulación más elevada que obtuvo la madre del niño/a?
 NO TIENE DIPLOMA DE SECUNDARIA (POR FAVOR ESCRIBA CUÁNTOS AÑOS COMPLETÓ _______)
 GED
 DIPLOMA DE SECUNDARIA (DIPLOMA DE BACHILLERATO)
 TALLER (ESCUELA TÉCNICA)
 ALGUNA ENSEÑANZA SUPERIOR
 TÍTULO ASOCIADA
 TÍTULO UNIVERSITARIO (4 AÑOS)
 MAESTRÍA
 DOCTORADO
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Providence Talks!
¿Cuál es la titulación más elevada que obtuvo la madre del niño/a?
 NO TIENE DIPLOMA DE SECUNDARIA (POR FAVOR ESCRIBA CUÁNTOS AÑOS COMPLETÓ _______)
 GED
 DIPLOMA DE SECUNDARIA (DIPLOMA DE BACHILLERATO)
 TALLER (ESCUELA TÉCNICA)
 ALGUNA ENSEÑANZA SUPERIOR
 TÍTULO ASOCIADA
 TÍTULO UNIVERSITARIO (4 AÑOS)
 MAESTRÍA
 DOCTORADO
3. Idioma
¿Cuál es el idioma nativo del cuidador(a) principal? __________
¿Cuál es el idioma que se habla más en hogar? _____________
4. Raza
__ Blanco
__ Nativo de Hawaii o isleño del Pacífico
__ Americano nativo o nativo de Alaska
__ No especificado
__ Asiático
__ Otro:________________________
__ Afroamericano
5. ¿Es usted hispánico o latino?
__ Sí
__ No
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Providence Talks!
__ Sí
6. ¿Participa usted o su hijo en un programa de visita a domicilio?
__ No
Si contestó “sí,” por favor escribe el nombre del programa y de la agencia:
___________________________________
Agencia
___________________________________
Programa
7. ¿Típicamente, asiste su hijo a preescolar o guardería afuera de su casa? __ Sí
Si contestó “sí,” __ Preescolar
__ No
__ Guardería
8. Por favor, indique la talla de ropa de su hijo(a)
__ 3-6 meses
__ 2T
__ 6-12 meses
__ 3T
__ 12-18 meses __ 4T
__ 12-24 meses __ 5T
__ Otro:_________________
9. ¿Cómo encontró Providence Talks?
__ Anuncio de Periódico __ Anuncio de Autobús __ Televisión __ Radio __ Facebook
__ Boca a Boca __ Visitador a Domicilio
__ Familia PT
__ Otro:_____________________
SÓLO PARA USO INTERNAL
Grupo A ______
Grupo B ______ (Marque uno)
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Providence Talks!
Week 2: Describe What You And Your Child Are
Seeing, Hearing, Feeling & Doing
CURRICULUM MAP
Topic
1. Review LENA Recording
Report
RIELDS
SE 1ª Social Emotional- Relationships
with Others
2. Discuss the importance of a
child’s daily routine and
emotions
SE 2ª Social Emotional-Sense of Self
3. How to use descriptive words
for the things your child is
seeing, hearing, feeling, and
doing
LD 1ª Language Development-Receptive
Language
3a. Show the parent the list of
descriptive words they can use
with their children
SS 1ª Social Studies- Self, Family, and
Community
3b. Show the parent the list of
books about feelings
4. Do emotions activity and
model how to read a book
about emotions
5. Review results of the
MacArthur-Bates CDI-Short
Form and ASQSE with the
family
6. LENA Snapshot
7. Note from visit
SE 3ª Social Emotional- Self Regulation
1. N/A.
Activities
2. Look over schedule of day
and point out language
opportunities
4a. Model reading a book
about emotions
4b. Make a book with the
family
5. Explain what the scores
mean on the MacArthur-Bates
CDI-Short Form and
ASQSE.
6. N/A
Materials/Resources
2. Daily schedule – review schedule parent has
made for child.
3a. Using Descriptive Words for the Things Your
Child is Seeing, Hearing, Feeling & Doing–parent
handout
3b. Books About Feelings – parent handout
4a. Book to model
4b. Pictures of baby’s emotions, glue,
scissors, and paper to make a book or
use parents photos if they have them
5. Developmental Milestones – parent handout
6. LENA Snapshot
7. Note from visit– blank- leave a copy
with the family
0-1 How Does Baby Feel?
1-2 Happy Hippo Angry Duck
2-3 Pigeon Has Feelings Too
Spanish – Oso Polar, Oso Polar
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Providence Talks!
LESSON PLAN
• Review and Analyze their LENA Recording Report form.
• Recognize the importance of using descriptive words with their child.
• Understand the results of developmental screening. (MacArthur-Bates CDI-Short Form & ASQSE)
Topic
Review LENA Recording
Report from last visit.
Importance of a daily
routine, continued from
week 1
Familiarize yourself with the LENA Recording
Report and identify areas that will serve as a
conversation starter with family.
RIELDS
LD Language
Development-Receptive
Language
Recording Report. “Today I have your LENA
Recording Report for us to review.” To engage
the parent/caregiver in the process of the
review, it is best to ask open-ended questions.
For example, “Is there anything that stands
out to you at first glance?” “Are there any
areas that concern you? If so, how do you
think you could improve?” What areas do you
feel most confident about?”
SS 1ª Social StudiesSelf, Family, and
Community
“Last week we talked about routines and its
benefits to your child and family. Now that
you’ve had some time to think about how the
structure of your day is working for you, I’d
like us to document your routine on the form,
Time of Day Activity & Notes.”
Timing
Prior to visit
Notes
10 minutes
SE 1a Social EmotionalRelationships with
Others
SE 2a Social Emotional –
Sense of Self
SE 3a Social EmotionalSelf Regulation
10 minutes
LD Language
Language
Inform the family that as needs change and
children grow routines can change.
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Providence Talks!
Use Descriptive Words for
the Things Your Child is
Seeing, Hearing, and
Feeling and Doing
Emotions Activity
Refer to the staff tool, Using Descriptive
Words for the Things Your Child is Seeing,
Hearing, Feeling, & Doing for ideas on
activities based on the child’s age. Use
modeling, coaching, observation and
participation based on the parent/caregiver’s
level of comfort.
10 minutes
15 minutes
For children younger than two years, use the
book, How Does Baby Feel? By Karen Katz.
Young Infants-Point to and name items in the
book. For example, “There’s the baby’s mouth
and here is your mouth. Baby is happy! (gently
tickle baby) You are happy!”
Older Infants- Let the child explore the book.
Ask them to find things. Point to pictures and
label for the child. Expand on the child’s
gestures, vocalizations or words. Ask simple
questions to help develop receptive language.
For example, “The baby is yawning isn’t he?
Can you yawn like the baby in the story?”
For two year olds (Items needed: Emotions
handout, construction paper, glue stick, hole
puncher, yarn)
•
Take out the parent handout, Emotions.
Talk about the children in the pictures.
Respond to verbal and nonverbal cues.
Ask questions such as, “Why is the girl
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Providence Talks!
•
•
Review MacArthur-Bates
CDI-Short Form &
ASQSE
sad?” (Follow the parent/caregiver’s lead)
Help the child cut the pictures out
Let the child use glue stick to paste
pictures on pieces of construction paper
to make a book about emotions
When reviewing results highlight the child’s
strengths. Let parent/caregiver know that the
MacArthur-Bates CDI-Short Form and ASQSE
allow us to monitor developmental milestones
and provide support for areas that may need
more practice. Describe each area in terms of
cutoff (above cutoff, below cutoff). Refer to
ASQSE Form User’s Guide for guidelines for
communicating results if needed.
10 minutes
15 minutes
LENA Snapshot
Note from visit
5 minutes
Write a note from the visit
0-1 How Does Baby Feel?
1-2 Happy Hippo Angry Duck
2-3 The Pigeon Has Feelings Too
Spanish Book
Oso polar, Oso Polar
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Providence Talks!
Books about Feelings and Emotions
Exploring Feelings
Title
Author
Age Range
Baby Faces
Oh, David!: A Diaper David Book
Margaret Miller
David Shannon
Birth to 2 years
Birth to 2 years
Oops!: A Diaper David Book
David Shannon
Birth to 2 years
If You're Happy And You Know It: My First Taggies Book
I Am Happy: A Touch and Feel Book of Feelings
My Many Colored Days Board Book
The Feelings Book
Lots of Feelings
Grumpy Bird
When I Am/Cuando Estoy
Taking a Bath With the Dog and Other Things That Make Me
Happy
The Way I Feel
Today I Feel Silly: And Other Moods That Make My Day
How Are You Peeling? Foods With Moods
Feelings
Alexander and the Terrible, Horrible, No Good, Very Bad Day
I Like Myself
I'm Gonna Like Me: Letting Off a Little Self-Esteem
Will Grace and Ken Geist, Ed.
Steve Light
Dr. Seuss
Todd Parr
Shelly Rotner
Jeremy Tankard
Gladys Rosa-Mendoza
Birth to 2 years
Birth to 3 years
Birth to 5 years
Birth to 5 years
18 months to 3 years
Scott Menchin
Janan Cain
Jamie Lee Curtis
Saxton Freymann
Aliki
Judith Viorst
Karen Beaumont
Jamie Lee Curtis
2 to 6 years
2 to 6 years
3 to 6 years
3 to 8 years
4 to 8 years
3 to 6 years
3 to 8 years
Coping With Feelings of Anger
Title
Words Are Not For Hurting
Hands Are Not For Hitting
Teeth Are Not for Biting
No Matter What
Author
Elizabeth Verdickem
Martine Agassi
Elizabeth Verdickem
Debi Gliori
Age Range
2 to 5 years
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Providence Talks!
Finn Throws a Fit
Mouse Was Mad
Llama Llama Mad at Mama
When I Feel Angry
Alicia Has a Bad Day
Chocolate-Covered-Cookie Tantrum
Mean Soup
When Sophie Gets Angry – Really, Really Angry
Sometimes I’m Bombaloo
David Elliott
Linda Urban
Anna Dewdney
Cornelia Maude Spelman
Lisa Jahn-Clough
Deborah Blumenthal
Betsy Everitt
Molly Bang
Rachel Vail
Title
Author
2 to 5 years
2 to 5 years
2 to 5 years
2 to 5 years
3 to 6 years
3 to 6 years
3 to 6 years
3 to 6 years
3 to 6 years
Owl Babies
Have You Seen My Duckling?
Martin Waddell
Nancy Tafuri
Age Range
6 months to 18 months
When Mama Comes Home Tonight
Eileen Spinelli
I Love You All Day Long
Are You My Mother?
Whose Mouse Are You?
Don’t Go!
The Kissing Hand
Thunder Storms
The Storm Book
Thunder Cake
Thunder and Lightning: They’re Not So Frightening
Dark
Can’t You Sleep, Little Bear
I Have a Little Problem, Said the Bear
There’s a Nightmare in My Closet
Medical Appointments
My Friend the Doctor
Franklin Goes to the Hospital
Next Please
Francesca Rusackas
P. D. Eastman
Robert Kraus
Jane Breskin Yolen
Audrey Penn
2 to 4 years
3 to 5 years
3 to 8 years
Charlotte Zolotow
Patricia Polacco
JD Schmith
3 to 6 years
4 to 6 years
4 to 8 years
Martin Waddell
Heinz Janisch
Mercer Mayer
2 to 5 years
3 to 6 years
3 to 6 years
Joanna Cole
Paulette Bourgeois
Ernst Jandel
2 to 5 years
2 to 5 years
56
Providence Talks!
Monsters
Go Away, Big Green Monster!
My Monster Mama Loves Me So
I Need My Monster
Separation
Ed Emberley
Laura Leuck
Amanda Noll
2 to 5 years
2 to 5 years
3 to 8 years
Self-Control
Title
Author
Age Range
No No Yes Yes
Quiet Loud
No, David!
Don’t Let the Pigeon Drive the Bus
Linda Patricellei
Linda Patricellei
David Shannon
Mo Willems
Birth to 3 years
Birth to 3 years
Please, Baby, Please
Spike Lee and Tonya Lewis Lee
It's Hard to Be Five: Learning How to Work My Control Panel
Jamie Lee Curtis
5 to 8 years
FEARS: Friendship Troubles
Title
Gossie and Gertie
Sheila Rae’s Peppermint Stick
My Friend and I
Being Friends
My Friend Rabbit
Chrysanthemum
Chester’s Way
Big Al
Stand Tall, Molly Lou Melon
Wemberly Worried
Shark Vs. Train
William’s Doll
Dolores Meets Her Match
Author
Olivier Dunrea
Kevin Henkes
Lisa Jahn-Clough
Karen Beaumont
Eric Rohmann
Kevin Henkes
Kevin Henkes
Andrew Clements
Patty Lovell
Kevin Henkes
Chris Barton
Charlotte Zolotow
Barbara Samuels
Age Range
2 to 5 years
2 to 5 years
Birth to 3 years
3 to 6 years
3 to 6 years
3 to 6 years
3 to 6 years
3 to 6 years
3 to 8 years
4 to 8 years
4 to 8 years
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Providence Talks!
Enemy Pie
Derek Munson
4 to 8 years
Grief and Loss
Title
Losing a Favorite Comfort Object
Dogger
Explaining Death
When Dinosaurs Die: A Guide to
Understanding Death
I Miss You: A First Look at Death
Lifetimes: The Beautiful Way to Explain Death to Children
Water Bugs & Dragonflies: Explaining Death to Young Children
The Fall of Freddie the Leaf: A Story of Life for All Ages
Loss of a Pet
Goodbye Mousie
I’ll Always Love You
Alfie and the Birthday Surprise
Saying Goodbye to Lulu
The Tenth Good Thing About Barney
Jasper's Day
Loss of a Loved One
Where Are You? A Child’s Book About Loss
Sad Isn't Bad: A Good-Grief Guidebook for Kids Dealing With Loss
When Your Grandparent Dies: A Child’s Guide to Good Grief
Nana Upstairs & Nana Downstairs
Badger’s Parting Gifts
Gentle Willow: A Story for Children About
Author
Age Range
Shirley Hughes
3 to 6 years
Laurie Krasny Brown and Marc Brown
2 to 6 years
Pat Thomas
Bryan Mellonie and Robert Ingpen
Doris Stickney
Leo Buscaglia
2 to 6 years
3 to 8 years
4 to 8 years
4 to young adult
Robie Harris and Jan Ormerod
Hans Wilhelm
Shirley Hughes
Corinne Demas
Judith Viorst
Marjorie Blain Parker
2 to 5 years
3 to 6 years
3 to 6 years
3 to 6 years
2 to 6 years
3 to 6 years
Laura Olivieri
Michaelene Mundy
Victoria Ryan
Tomie dePaola
Susan Varley
Joyce C. Mills
3 to 8 years
4 to 8 years
3 to 6 years
2 to 8 years
3 to 8 years
4 to 8 years
Dying
Title
Grandma’s Purple Flowers
Author
Adjoa J. Burrowes
Age Range
4 to 8 years
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Providence Talks!
Everett Anderson's Goodbye
Lucille Clifton
4 to 8 years
Saying Goodbye to Daddy
Judith Vigna
4 to 8 years
The Blue Roses
Linda Boyden
4 to 8 years
Tear Soup
Pat Schweibert
4 to young adult
Lifetimes
Warren Hanson
4 to young adult
Grief or Trauma
A Terrible Thing Happened*
Margaret M. Holmes
2 to 8 years
*The "terrible thing" mentioned in the title is not specified in the book which allows parents and caregivers to use this story to support children who have experienced the
loss of a loved one or another type of trauma (e.g., physical or sexual abuse).
Divorce
Title
Author
Age Range
Let’s Talk About It: Divorce
Fred Rogers
2 to 5 years
Mama and Daddy Bear’s Divorce
2 to 5 years
Two Homes
Claire Masurel
2 to 5 years
Was It the Chocolate Pudding: A Story for Little Kids About Divorce Bryan Langdo
2 to 5 years
Standing on My Own Two Feet: A Child's Affirmation of Love in the
Tamara Schmitz
3 to 5 years
Midst of Divorce
Dinosaurs Divorce
Marc Brown
3 to 5 years
It’s Not Your Fault Koko Bear
Vicki Lansky
3 to 5 years
My Family’s Changing: A First Look at Family Break-Up
Pat Thomas
3 to 5 years
I Have Two Homes
Marian DeSmet
3 to 5 years
Where Am I Sleeping Tonight? A Story of Divorce
Carol Gordon Ekster
5+ years
From: Zero to Three
Zero to Three: National Center for Infants, Toddlers and Families (2012). Books about feelings for babies and toddlers. Retrieved from http://www.zerotothree.org/childdevelopment/social-emotional-development/books-that-support-social-emotional-skills.html
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Providence Talks!
Libros Sobre Sentimientos y Emociones
Exploramos los Sentimientos
Título
Autor
Baby Faces
Oh, David!: A Diaper David Book
Margaret Miller
David Shannon
Rango de Edad
Nacimiento hasta los 2 años
Oops!: A Diaper David Book
David Shannon
If You're Happy And You Know It: My First Taggies Book
I Am Happy: A Touch and Feel Book of Feelings
My Many Colored Days Board Book
The Feelings Book
Lots of Feelings
Grumpy Bird
When I Am/CuandoEstoy
Taking a Bath With the Dog and Other Things That Make Me
Happy
The Way I Feel
Today I Feel Silly: And Other Moods That Make My Day
How Are You Peeling? Foods With Moods
Feelings
Alexander and the Terrible, Horrible, No Good, Very Bad Day
I Like Myself
I'm Gonna Like Me: Letting Off a Little Self-Esteem
Ken Geist, Ed.
Steve Light
Dr. Seuss
Todd Parr
Shelly Rotner
Jeremy Tankard
Gladys Rosa-Mendoza
18 meses hasta 3 años
Scott Menchin
Janan Cain
Jamie Lee Curtis
Saxton Freymann
Aliki
Judith Viorst
Karen Beaumont
Jamie Lee Curtis
2 a 6 años
2 a 6 años
3 a 6 años
3 a 8 años
4 a 8 años
3 a 6 años
3 a 8 años
Cómo hacer Frente a los Sentimientos de Ira
Título
Words Are Not For Hurting
Hands Are Not For Hitting
Autor
Elizabeth Verdickem
Martine Agassi
Rango de Edad
18 meses a 5 años
18 meses a 5 años
60
Providence Talks!
Teeth Are Not for Biting
No Matter What
Finn Throws a Fit
Mouse Was Mad
Llama LlamaMad at Mama
When I Feel Angry
Alicia Has a Bad Day
Chocolate-Covered-Cookie Tantrum
Mean Soup
When Sophie Gets Angry – Really, Really Angry
Sometimes I’m Bombaloo
Elizabeth Verdickem
Debi Gliori
David Elliott
Linda Urban
Anna Dewdney
Lisa Jahn-Clough
Deborah Blumenthal
Betsy Everitt
Molly Bang
Rachel Vail
18 meses a 5 years
2 a 5 años
2 a 5 años
2 a 5 años
2 a 5 años
2 a 5 años
3 a 6 años
3 a 6 años
3 a 6 años
3 a 6 años
3 a 6 años
Separación
Título
Autor
Rango de Edad
Owl Babies
Have You Seen My Duckling?
Martin Waddell
Nancy Tafuri
6 a 18 meses
12 meses a 3 años
When Mama Comes Home Tonight
Eileen Spinelli
18 meses a 3 años
I Love You All Day Long
Are You My Mother?
Whose Mouse Are You?
Don’t Go!
The Kissing Hand
Las Tormentas
The Storm Book
Thunder Cake
Thunder and Lightning: They’re Not So Frightening
La Oscuridad
Can’t You Sleep, Little Bear
I Have a Little Problem, Said the Bear
There’s a Nightmare in My Closet
Citas Médicas
Francesca Rusackas
P. D. Eastman
Robert Kraus
Jane BreskinYolen
Audrey Penn
18 meses a 3 años
18 meses a 4 años
2 a 4 años
3 a 5 años
3 a 8 años
Charlotte Zolotow
Patricia Polacco
JD Schmith
3 a 6 años
4 a 6 años
4 a 8 años
Martin Waddell
Heinz Janisch
Mercer Mayer
2 a 5 años
3 a 6 años
3 a 6 años
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Providence Talks!
My Friend the Doctor
Franklin Goes to the Hospital
Next Please
Monstruos
Joanna Cole
Paulette Bourgeois
Ernst Jandel
18 meses a 3 años
2 a 5 años
2 a 5 años
Go Away, Big Green Monster!
My Monster Mama Loves Me So
I Need My Monster
Ed Emberley
Laura Leuck
Amanda Noll
2 a 5 años
2 a 5 años
3 a 8 años
El Autocontrol
Título
Autor
Rango de Edad
No No Yes Yes
Quiet Loud
No, David!
Don’t Let the Pigeon Drive the Bus
Linda Patricellei
Linda Patricellei
David Shannon
Mo Willems
18 meses a 5 años
18 meses a 5 años
Please, Baby, Please
Spike Lee and Tonya Lewis Lee
18 meses a 3 años
It's Hard to Be Five: Learning How to Work My Control Panel
Jamie Lee Curtis
5 a 8 años
MIEDOS: Problemas con los Amigos
Título
Gossie and Gertie
Sheila Rae’s Peppermint Stick
My Friend and I
Being Friends
My Friend Rabbit
Chrysanthemum
Chester’s Way
Big Al
Stand Tall, Molly Lou Melon
Wemberly Worried
Shark Vs. Train
Olivier Dunrea
Kevin Henkes
Lisa Jahn-Clough
Karen Beaumont
Eric Rohmann
Kevin Henkes
Kevin Henkes
Andrew Clements
Patty Lovell
Kevin Henkes
Chris Barton
Autor
Rango de Edad
12 meses a 3 años
18 meses a 3 años
2 a 5 años
2 a 5 años
Nacimiento a 3 años
3 a 6 años
3 a 6 años
3 a 6 años
3 a 6 años
3 a 6 años
3 a 8 años
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Providence Talks!
William’s Doll
Dolores Meets Her Match
Enemy Pie
Charlotte Zolotow
Barbara Samuels
Derek Munson
4 a 8 años
4 a 8 años
4 a 8 años
El Duelo y las Pérdidas
Título
La Pérdidida de un Objeto Preciado
Dogger
Cómo Explicar la Muerte
When Dinosaurs Die: A Guide to
Understanding Death
I Miss You: A First Look at Death
Lifetimes
Water Bugs & Dragonflies: Explaining Death to Young Children
The Fall of Freddie the Leaf: A Story of Life for All Ages
La Pérdida de una Mascota
Goodbye Mousie
I’ll Always Love You
Alfie and the Birthday Surprise
Saying Goodbye to Lulu
The Tenth Good Thing About Barney
Jasper's Day
La Pérdida de un Ser Querido
Where Are You? A Child’s Book About Loss
Sad Isn't Bad: A Good-Grief Guidebook for Kids Dealing With Loss
When Your Grandparent Dies: A Child’s Guide to Good Grief
Nana Upstairs & Nana Downstairs
Badger’s Parting Gifts
Gentle Willow: A Story for Children About
Autor
Rango de Edad
Shirley Hughes
3 a 6 años
Laurie Krasny Brown and Marc Brown
2 a 6 años
Pat Thomas
Bryan Mellonie
Doris Stickney
Leo Buscaglia
2 a 6 años
3 a 8 años
4 a 8 años
4 a adulto joven
Robie Harris
Hans Wilhelm
Shirley Hughes
Corinne Demas
Judith Viorst
Marjorie Blain Parker
2 a 5 años
3 a 6 años
3 a 6 años
3 a 6 años
2 a 6 años
3 a 6 años
Laura Olivieri
Michaelene Mundy
Victoria Ryan
TomiedePaola
Susan Varley
Joyce C. Mills
3 a 8 años
4 a 8 años
3 a 6 años
2 a 8 años
3 a 8 años
4 a 8 años
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Providence Talks!
La Muerte
Título
Autor
Rango de Edad
Grandma’s Purple Flowers
Adjoa J. Burrowes
4 a 8 años
Everett Anderson's Goodbye
Lucille Clifton
4 a 8 años
Saying Goodbye to Daddy
Judith Vigna
4 a 8 años
The Blue Roses
Linda Boyden
4 a 8 años
Tear Soup
Pat Schweibert
4 a adulto joven
Lifetimes
Warren Hanson
4 a adulto joven
El Duelo y los Traumas
A Terrible Thing Happened*
Margaret M. Holmes
2 a 8 años
*La “cosa terrible” o "terrible thing" que se menciona en el título no se especifica, lo cual permite a los padres o a quienes cuidan niños usar la historia para apoyar a los
niños que han sufrido la pérdida de un ser querido u otro tipo de trauma (por ejemplo, abuso sexual o físico).
Divorcio
Título
Autor
Rango de Edad
Let’s Talk About It: Divorce
Fred Rogers
2 a 5 años
Mama and Daddy Bear’s Divorce
2 a 5 años
Two Homes
Claire Masurel
2 a 5 años
Was It the Chocolate Pudding: A Story for Little Kids About Divorce Bryan Langdo
2 a 5 años
Standing on My Own Two Feet: A Child's Affirmation of Love in the
Tamara Schmitz
3 a 5 años
Midst of Divorce
Dinosaurs Divorce
Marc Brown
3 a 5 años
It’s Not Your Fault Koko Bear
Vicki Lansky
3 a 5 años
My Family’s Changing: A First Look at Family Break-Up
Pat Thomas
3 a 5 años
I Have Two Homes
Marian DeSmet
3 a 5 años
Where Am I Sleeping Tonight? A Story of Divorce
Carol Gordon Ekster
5+ años
Desde: Cero a tres
Zero to Three: National Center for Infants, Toddlers and Families (2012). Books about feelings for babies and toddlers. Retrieved from http://www.zerotothree.org/childdevelopment/social-emotional-development/books-that-support-social-emotional-skills.
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Providence Talks!
Using Descriptive Words for the Things Your
Child is Seeing, Hearing, Feeling & Doing
Using Descriptive Words for the Things Your Child is Seeing, Hearing, Feeling & Doing
•
•
•
•
•
Young Infants
o As your baby coos he/she is telling you something. Engage in a conversation. “You’re so excited. I love your big smile! Kick, kick, and kick your feet.”
o Narrate for the baby, use facial expressions to encourage infant responses.
(Point out examples when you have seen the parent use descriptive language when responding to their baby)
Mobile Infants, 6-12 months
o Take a word walk. Carry the baby around the room or outside and point and name objects of interest to the baby. Respond to the child’s sounds or
approximations.
o Use turn taking games such as sharing a toy back and forth.
o Peek-a-boo games or mirror play.
o (Use simple, grammatically correct sentences. Talk about feelings, behaviors, the activity and objects for language expansion.)
Toddlers 13-18 months
o Use the pictures to establish turns by narrating and describing what the child is pointing to. For example, “What do you see?” “Yes, you see a blue car.”
Ask questions, “Where is the mommy going?’ If the child has no words, answer the question for him/her, “The mommy is going to the store.” Respond
to approximations and single words by recognizing their word by using grammatically correct words. For example, the child responds with “ba,ba” you
will expand by saying , “The mommy is going bye, bye. She is going to the store”.
o Play telephone. Use a toy phone to “talk”. Engage the child by narrating, expanding on their responses, and taking turns. Children with intricate
inflections in babbling should be responded to as if you understand their language to encourage the babbling to continue.
o Play with puzzles. Engage in conversation about where pieces go, what is on the puzzle pieces, colors and shapes, and count pieces. Hide a piece and
reply to child’s response (words or actions) when he/she notices the piece is missing. This activity also works on developing fine motor skills!
o Sing songs that describe body parts and feelings such as If Your Happy and You Know It (make up versus using other feelings), I Look in the Mirror,
Head and Shoulders, Knees and Toes.
o Tea Party. Use child’s dolls or stuffed animals, cups, plates, utensils, etc. to have a tea party. Engage in conversation about what the toys will eat, and
how they feel what they are doing. Expand on the child’s language. Respond to actions or directions the child gives.
o I Spy. Identify object in the room and say to child “I spy with my eye a ______”. Let the child spy something for you to find. Talk about the objects and
its attributes. You can also do a game of, “I hear with my ear _____”.
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Providence Talks!
El Uso de Palabras Descriptivas Para Las Cosas
Que Su Niño Ve, Oye, Siente y Hace
El Uso de Palabras Descriptivas Para Las Cosas Que Su Niño Ve, Oye, Siente y Hace
•
Infantes pequeños
o Cuando su bebé hace ajó le está diciendo algo. Participe de la conversación. “Estás muy feliz. ¡Qué hermosa sonrisa! Patea, patea, patea con tus
piernitas”.
o Narre para su bebé, use expresiones faciales para alentar las respuestas del bebé.
(Señale los ejemplos cuando haya visto a los padres usar un lenguaje descriptivo cuando responden a su bebé)
•
Infante en movimiento, 6-12 meses
o Salga a dar un paseo hablado. Lleve a su bebé por las habitaciones y señale y nombre los objetos de interés para el bebé. Responda a los sonidos de su
hijo o a las aproximaciones.
o Juegue a juegos de tomar su turno como compartir un juguete primero uno y después otro.
o Juegue al peek-a-boo (o cuco) o el juego del espejo, que es imitar los movimientos del bebé.
(Use oraciones simples gramaticalmente correctas. Hable de los sentimientos, las acciones, las actividades y los objetos para expandir el lenguaje)
•
Niños que gatean de 13-18 meses
o Use las imágenes para establecer turnos narrando y describiendo lo que el niño está apuntando, puede decir "¿Qué ves?" "Sí, se ve un coche azul."
Haga preguntas, “¿Hacia dónde va la mamá?” Si el niño no tiene es decir, responda usted a la pregunta, “la mamá va a la tienda”. Responda a
aproximaciones y palabras sueltas al reconocer su palabra y use palabras gramaticalmente correctas. Por ejemplo, si el niño responde con "oh, oh"
ampliará al decir: “La mamá dice adiós, adiós. Ella va a la tienda”.
o Juego de teléfono. Utilice un teléfono de juguete para “hablar”. Haga participar a los niños mediante la narración, la ampliación de sus respuestas, y
turnarse. A los niños con inflexiones intrincadas en el balbuceo se les debe responder como si usted entendiera su lenguaje para alentar a que
continúe el balbuceo.
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Providence Talks!
El Uso de Palabras Descriptivas Para Las Cosas
Que Su Niño Ve, Oye, Siente y Hace
•
•
Niños de 18-24 meses
o Juegue con rompecabezas. Haga participar al niño en una conversación acerca de dónde van las piezas, lo que está en las piezas del rompecabezas,
colores y formas, y cuente las piezas. Oculte una pieza y responda a la respuesta del niño (en palabras o acciones) cuando se dé cuenta de que la pieza
falta. ¡Esta actividad también funciona para el desarrollo de la motricidad fina!
o Cante canciones que describan las partes del cuerpo y los sentimientos, por ejemplo, las canciones “If Your Happy and You Know It” (invente para usar
otros sentimientos), I Look in the Mirror, y Head and Shoulders, Knees and Toes.
24-36 Meses
o Juegue a tomar el té. Utilice las muñecas de los niños o animales de peluche, tazas, platos, utensilios y demás para jugar a tomar el té. Haga participar al
niño en una conversación acerca de lo que los juguetes van a comer y cómo se sienten mientras lo están haciendo. Amplíe el lenguaje del niño. Responda
a las acciones o instrucciones que el niño da.
o Veo, veo. Identifique objetos en la habitación y dígale a los niños “Veo, veo con mis ojos un ______”. Deje que el niño espié algo que usted deberá
encontrar. Hable acerca de los objetos y sus atributos. También se puede hacer un juego de “Yo escucho con mi oído _______”.
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Providence Talks!
List of Descriptive Words
List of Descriptive Words
Colors
Red
Orange
Yellow
Green
Blue
Purple
Brown
Black
Blue
Sizes
Big
Small
Medium
Large
Tiny
Tall
Short
Textures
Smooth
Rough
Bumpy
Scratchy
Slimy
Squishy
Hard
Soft
Location
In
On
Next to
Behind
Beside
In Front
Under
Below
Out
Over
Temperature/Weather
Cold
Warm
Hot
Humid
Cloudy
Sunny
Rainy
Windy
Snowy
Shapes
Circle
Square
Rectangle
Triangle
Star
Diamond
Pronouns
Mine
Yours
His
Hers
Theirs
Ours
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Providence Talks!
Lista de Palabras Descriptivas
Lista de Palabras Descriptivas
Colores
Rojo
Anaranjado
Amarillo
Verde
Azul
Morado
Marrón
Negro
Tamaño
Grande
Pequeño
Mediano
Largo
Pequeñito
Alto
Bajo
Texturas
Liso
Áspero
Baboso
Blando
Duro
Suave
Ubicación
Adentro
Encima
En Lado
Detrás de
Al lado
En Frente de
Bajo
De Bajo
Debajo de
Afuera
Sobre
Temperatura/Clima
Frio
Tibio
Caliente
Húmido
Nublado
Soleado
Lluvias
Ventoso
Nieve
Formas
Circo
Cuadrado
Rectángulo
Triangulo
Estrella
Diamante
Pronombres
Mío
Tuyo
De el
De ella
Ellos
Nosotros
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Providence Talks!
70
Providence Talks!
Every child learns at his/her own pace and here are some guidelines:
2 Months
4 Months
6 months
Social/Emotional/Adaptive
Begins to smile at people
Can briefly calm himself –use sucking as
a means of calming
Tries to look at parent
Smiles spontaneously, especially at people
Copies some movements and facial expressions,
like smiling or frowning
Knows familiar faces and begins to know if
someone is a stranger
Likes to play with others, especially parents
Responds to other people’s emotions and often
seems happy
Likes to look at self in a mirror
Language/Communication
Coos, makes gurgling sounds
Turns head toward sounds
Cognitive
Pays attention to faces
Begins to follow things with their eyes
and recognize people at a distance
Movement/Physical Development
Can hold head up and begins to push up
when lying on tummy
Makes smoother movements with arms
and legs
Can hold up head with little support
Cries in different ways to show hunger, pain, or
being tired
Makes open vowel sounds
Cognitive
Let’s you know when they are happy and sad
Responds to affection
Recognizes familiar people and things at a
distance
Movement/Physical Developmental
Reaches for toy with one hand
Uses hands and eyes together, such as seeing a
toy and reaching for it
Follows moving things with eyes from side to
side
Watches faces closely
Holds head steady, unsupported
Pushes down on legs when feet are on hard
surface
May be able to roll over from tummy to back
Can hold a toy and shake it and swing at
dangling toys
Brings hands to mouth
When lying on stomach, pushes up to elbow
Responds to sounds
Stringing vowels together when babbling (“ah,”
“eh,” “oh”)
Responds to own name
Makes sounds to show joy and displeasure
Begins to say consonant sounds (jabbering with
“m,” “b”)
Cognitive
Looks around at things nearby
Brings things to mouth
Shows curiosity about things and tried to get
things that are out of reach
Begins to pass objects from one hand to the
other
Rolls over in both directions
Begins to sit without support
When standing, supports weight on both legs
and might bounce
Rocks back and forth, sometimes crawling
backwards before moving forward
9 Months
May start to show anxiety towards
strangers
May be clingy to familiar adults
Start to have a preference for certain
toys/items
Makes a lot of different sounds like
“dadadada” and “bababa”
Copies sounds and gestures of others
Cognitive
Starts to look for things that are no
longer in sight
Plays games like “peek-a-boo”
(cause/effect)
Starts to use thumb and index finger to
pick things up and start to self-feed
Can get themselves in and out of the
sitting position
Crawls
Holds bottle
Transfers items from hand to hand
Centers for Disease Control and Prevention (2012). Developmental milestones. Retrieved from http://www.cdc.gov/ncbddd/actearly/milestones/
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Providence Talks!
12 Months
Can be shy or nervous around strangers
Cries when a familiar adult leaves them
Starts to show fear in some situations
Starts to make noises to get attention
Starts to assist with dressing by pushing arms and legs
through
Responds to simple requests/questions
Will shake head “no” and wave “bye”
Has a few single words like “mama’ and “dada” and they
mean something
Tries to say words you say
Cognitive
Can look at the right picture when that item is named
Copies gestures
Starts to understand what object functions are – cups are
for drinking, brushes are for your hair
Starts to take things out of a container and then put them
back in
Points to things to get your attention
Walks along furniture while holding on
Takes steps while holding your hands
Stands alone
May start to take a few steps on their own
18 Months
Likes to hands things to others
Starts to have temper tantrums
Shows affection towards familiar people
Starts to pretend – may feed a doll
May cling to a familiar adult in new situations
Explores environment on their own but frequently checks
in with parent
Has a minimum of 10-15 single words
Says “no”
Points to show someone something that they want
Follow one step verbal command without gesture
Cognitive
Knows what every day items are like a spoon or cup
Shows interest in toys like stuffed animals and dolls
Points to a body part
Can start to scribble with a crayon
Walks alone
May walk up stairs holding on to railing
Can pull a toy behind them when they walk
Can help undress self
Drinks from a cup
Can feed self with spoon – may be messy
24 Months
Likes to copy others
Gets excited when around other children
Shows more independence
Can be defiant
Plays beside other children
Points to items or pictures when named
Knows names of familiar people and body parts
Says 2 word phrases
Repeats words that are overheard
Points to items in a book
Cognitive
Begins to identify shapes and colors
Can complete rhymes in familiar stories
Can build towers of blocks
Follows 2 step directions that are related
Names and labels items
Plays simple make believe
Runs
Kicks a ball
Stands on tiptoes
Walks up and down stairs holding on
Throws a ball
Starts to climb up and down furniture
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36 Months
Shows affection for friends
Takes turns in a game
Shows empathy for others
Understands “mine,” “his,” “hers”
Shows a wide range of emotions
Separates more easily from familiar adults
Follows 2-3 step directions
Names most familiar items
Understands words like, “in,” “on,” “under”
Says first name, knows age, and gender
Can name friends
Uses pronouns and plurals appropriately “I,” “me,” “you,” “dogs”
Can be understood by strangers most of the time
Can talk in 2-3 sentences
Cognitive
Can work toys with buttons, levers, and moving parts
Can do puzzles that have at least 7 pieces
Understands number concepts like give me, “two”
Copies a circle with pencil or crayon
Can screw and unscrew things like the cover of a water bottle
Turns pages of a book one at a time
Runs easily
Engages in pretend play using props
Climbs well
Pedals a tricycle
Can walk up and down stairs one foot at a time
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Providence Talks!
Areas of Concern
(If you feel that your child is not doing the following)
2 Months
4 Months
6 Months
Not yet responding to loud sounds
Doesn’t watch things as they move
Not yet watching things as they move
Not yet smiling at people
Hasn’t begun to smile at others
Can’t hold head steady
Isn’t bringing hands to mouth
Isn’t cooing or making sounds
Can’t hold head up when pushing up on
tummy
Doesn’t bring things to mouth
Doesn’t cry when hungry or tired
Doesn’t push down when legs are
placed on hard surface
Has trouble moving one or both eyes in
all directions
9 Months
Doesn’t try to get things that are in
reach
Doesn’t bear weight on legs with
support
Shows no affection towards caregivers
Doesn’t sit alone
Doesn’t respond to sounds around them
Doesn’t babble
Has difficulty bringing toys or hands to
mouth
Doesn’t play games like “peek-a-boo”
Doesn’t make open vowel sounds
Doesn’t respond to own name
Doesn’t roll over in either direction
Doesn’t seem to recognize familiar
people
Doesn’t laugh or make squealing noises
Doesn’t look where you point
Seems very stiff
Doesn’t transfer toys from hand to the
other
Seems very floppy
You would want to contact your pediatrician or seek out Early Intervention services in your area.
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Areas of Concern
12 Months
18 Months
24 Months
Doesn’t crawl
Doesn’t point to show things to others
Doesn’t begin to use 2 words together
Falls down a lot
Doesn’t pull to stand or cruise on
furniture
Can’t walk
Doesn’t know how to use simple things
like a cup or a brush
Has trouble climbing stairs
Can’t stand when supported
Doesn’t search for things that are hidden
Doesn’t say at least one single word
Doesn’t wave “bye” or shake head “no”
Doesn’t point to things
Loses skills once had
Doesn’t know what familiar things are
Doesn’t understand simple requests
Doesn’t copy others
Doesn’t follow simple instructions
Doesn’t walk steadily
Doesn’t gain new words
Doesn’t have at least 10 words
Doesn’t mind or notice when a caregiver
leaves
Loses skills he once had
Doesn’t copy actions or words
36 Months
Can’t do simple puzzles
Doesn’t speak in sentences
Doesn’t understand simple instructions
Loses skills that once had
Doesn’t know how to pretend or play
make-believe
Doesn’t share eye contact
Doesn’t make eye contact
Can’t do a puzzle with 3 or more pieces
Loses skill once had
Can’t stack blocks
Can’t calm down from tantrums within a
reasonable amount of time
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Acontecimientos Importantes del Desarrollo
Cada niño a prende a su propio ritmo, estas son algunas pautas:
6 Meses
2 Meses
4 Meses
Social / Emocional / Adaptativo
Comienza a sonreír a la gente
Se puede calmar brevemente a
sí mismo - puede chupar algo
para calmarse
Trata de mirar a los padres
Sonríe espontáneamente, sobre todo a las personas
Copias algunos movimientos y expresiones faciales,
como sonreír o fruncir el ceño
Lenguaje / Comunicación
Dice ajó y hace sonidos de
gorgogeo
Voltea la cabeza hacia los
sonidos
Cognitivo
Presta atención a las caras
Comienza a seguir las cosas con
los ojos y reconocer a las
personas a la distancia
Movimiento / Desarrollo Físico
Puede sostener la cabeza
erguida y comienza a empujar
hacia arriba cuando está boca
abajo
Hace movimientos más suaves
con los brazos y las piernas
Puede contener la cabeza
erguida con poco apoyo
Llora de diferentes maneras para mostrar el
hambre, el dolor o el cansancio
Hace sonidos de vocales
Cognitivo
Le hace saber cuando están felices y tristes
Responde al afecto
Reconoce a personas familiarizadas y cosas a la
distancia
Alcanza los juguetes con una mano
Utiliza las manos y los ojos a la vez, como ver un
juguete y tomarlo
Sigue el movimiento las cosas con los ojos de lado a
lado
Observa las caras de cerca
Mantiene la cabeza erguida, sin apoyo
Empuja con las piernas cuando los pies están en una
superficie dura
Puede ser capaz de darse la vuelta desde la panza
hacia la espalda
Puede sostener un juguete y agitarlo y hacer girar
los juguetes colgantes
Trae las manos a la boca
Cuando está acostado boca abajo, empuja hacia
arriba hasta el codo
Reconoce las caras conocidas y comienza a saber
si alguien es un extraño
Le gusta jugar con los demás, especialmente con
los padres
Responde a las emociones de otras personas y a
menudo parece feliz
Le gusta mirarse en un espejo
Responde a los sonidos emitiendo sonidos
Encadena vocales cuando balbuceando ("ah",
"eh", "oh")
Responde a su propio nombre
Hace sonidos para mostrar la alegría y la tristeza
Empieza a decir sonidos consonantes (parlotea
con "m", "b")
Cognitivo
Mira a su alrededor las cosas cercanas
Lleva las cosas a la boca
Muestra curiosidad por las cosas y trata de hacer
las cosas que están fuera de su alcance
Comienza a pasar cosas de una mano a la otra
Se da la vuelta en ambas direcciones
Comienza a sentarse sin apoyo
Al estar de pie, apoya el peso en ambas piernas y
puede rebotar
Se mece hacia adelante y atrás, a veces
arrastrándose hacia atrás antes de seguir adelante
9 Meses
Puede comenzar a mostrar la ansiedad
con los extraños
Puede apegarse a los familiares adultos
Empieza a tener una preferencia por
determinados juguetes u objetos
Hace muchos sonidos diferentes como
"dadadada" y "bababa"
Copia los sonidos y los gestos de los
demás
Cognitivo
Empieza a buscar cosas que ya no están a
la vista
Juega a juegos como "peek-a-boo"
(causa/efecto)
Comienza a usar el pulgar y el dedo
índice para recoger cosas y empezar a
alimentarse por sí mismo
Puede meterse y salir de la posición de
sentado
Gatea
Sostiene el biberón
Transfiere artículos de mano en mano
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12 Meses
Social/Emocional/Adaptativo
Puede poner tímido o nervioso en presencia de
desconocidos
Llora cuando un adulto conocido se va
Comienza a mostrar miedo en algunas situaciones
Empieza a hacer ruidos para llamar la atención
Comienza a asistir ayudar a vestirse empujando los brazos y
las piernas
Lenguaje/Comunicación
Responde a las peticiones simples y preguntas
Sacude la cabeza ("no") y saluda con la mano (“adiós”)
Tiene unas cuantas palabras sueltas con significado como
"mamá" y "papá"
Trata de decir las palabras que usted dice
Cognitivo
Puede ver la imagen correcta, cuando se nombra el objeto
Copia los gestos
Empieza a entender las funciones de los objetos – los vasos
son para beber, los cepillos son para el cabello
Empieza a sacar las cosas de un recipiente y luego los
vuelve a poner
Señala cosas para llamar su atención
Movimiento/Desarrollo Físico
Se sostiene de los muebles mientras camina
Hace pasos sostenido de su mano
Se para solo
Puede comenzar a dar unos pasos por su cuenta
18 Meses
Le gusta dar cosas a los demás
Empieza a tener rabietas
Muestra afecto hacia las personas conocidas
Empieza a simular - puede alimentar a una muñeca
Puede aferrarse a un adulto conocido en nuevas
situaciones
Explora el entorno por su cuenta, pero observa con
frecuencia a los padres
Tiene un mínimo de 10 a 15 palabras sueltas
Dice "no"
Señala a alguien algo que ellos quieren
Sigue una orden verbal pero sin gesto
Cognitivo
Sabe lo que son los artículo cotidianos como una cuchara o
taza
Muestra interés en los juguetes como muñecos de peluche
y muñecas
Apunta a una parte del cuerpo
Puede empezar a hacer garabatos con un crayón
Camina solo
Puede subir escaleras aferrándose a la barandilla
Puede tirar de un juguete por detrás mientras camina
Puede ayudar a desvestirse
Bebe de una taza
Puede alimentarse con cuchara - puede ser un poco
desprolijo
24 Meses
Le gusta copiar a otros
Se entusiasma cerca de otros niños
Muestra una mayor independencia
Puede ser desafiante
Juega al lado de otros niños
Apunta hacia artículos o fotografías cuando se las nombra
Conoce los nombres de personas conocidas y partes del
cuerpo
Dice 2 palabras
Repite las palabras que oyó por casualidad
Señala artículos en un libro
Cognitivo
Comienza a identificar formas y colores
Puede completar rimas en los cuentos conocidos
Puede construir torres de bloques
Sigue instrucciones de 2 pasos que se relacionan
Nombra y pone etiquetas en las cosas
Pone en práctica fantasías sencillas
Corre
Patea una pelota
Se pone de puntillas
Sube y baja escaleras aferrándose
Lanza una bola
Empieza a subir y bajar muebles
Puede alimentarse con cuchara - puede ser un poco
desprolijo
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36 Meses
Muestra afecto hacia los amigos
Espera su turno en un juego
Muestra empatía por los demás
Entiende " mío", "de ella ", "de él "
Muestra una amplia gama de emociones
Se separa más fácilmente de los adultos familiares
Sigue instrucciones de 2-3 pasos
Nombra los elementos más familiares
Entiende palabras como , "en", "sobre", "bajo"
Dice su nombre, y sabe su edad y el género
Puede nombrar amigos
Usa pronombres y plurales apropiadamente " yo", " mí", "tú", " perros "
Se puede hacerse entender por extraños la mayor parte del tiempo
Puede hablar usando 2-3 oraciones
Cognitivo
Puede usar los juguetes con botones, palancas y partes móviles
Puede hacer rompecabezas que tienen al menos 7 piezas
Entiende conceptos numéricos como dame, "dos"
Copia un círculo con un lápiz o crayón
Puede enroscar y desenroscar la tapa de una botella de agua
Pasa las páginas de un libro, de una en una
Corre fácilmente
Participa en juegos de simulación utilizando cosas de juguete
Trepa bien
Pedalea un triciclo
Puede subir y bajar escaleras de un pie a la vez
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Areas de Preocupación
(Si su niño muestra uno de estos comportamientos)
2 Meses
4 Meses
Todavía no responde a sonidos fuertes
Todavía no mira a las cosas cuando se
mueven
Todavía no mira a las cosas cuando se
mueven
Todavía no sonríe a otras personas
No se lleva las manos a la boca
No puede mantener la cabeza erguida
cuando está boca abajo
No llora cuando tiene hambre o está
cansado
6 meses
Todavía no sonríe a otras personas
No puede mantener la cabeza erguida
sin moverla
No trata de tomar las cosas a su alcance
No muestra afecto a quienes cuidan de
él
9 Meses
No sostiene su peso sobre las piernas
con ayuda
No se sienta sin ayuda
No responde a sonidos de su entorno.
No balbucea
No arrulla o hace sonidos
Tiene dificultad para levantar juguetes o
llevarse las manos a la boca
No disfruta de juegos como “peek-aboo”
No lleva cosas a la boca
No hace sonidos vocálicos
No responde a su propio nombre
No empuja hacia abajo cuando apoya
las piernas en una superficie dura.
No se puede voltear en ninguna
dirección
No reconoce personas conocidas
Tiene dificultad para mover uno o dos
ojos en todas direcciones
No se ríe ni hace sonidos de chirrido
Parece muy rígido
No mira hacia donde señala usted
No pasa juguetes de una mano a otra
Parece muy flojo
Centro de Control y Prevención de Enfermedades (2012).Hitos del Desarrollo. Obtenido de http://www.cdc.gov/ncbddd/actearly/milestones/
Si su niño muestra uno de estos compartimientos, contacte a su pediatra o busque servicios de Intervención Temprana en su zona
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Providence Talks!
Areas de Preocupación
12 Meses
No gatea
No trata de ponerse de pie apoyándose
en los muebles
18 Meses
24 Meses
No señala las cosas para mostrarlas a las
personas
No puede caminar
No puede estar de pie con apoyo
No reconoce cosas familiares o conocidas
No busca a cosas escondidas
No entiende solicitudes simples
No sabe decir ninguna palabra
No copia las acciones/palabras de otras
personas
No dice “adiós” con la mano ni dice “no”
sacudiendo la cabeza
No señala las cosas
Ya no hace cosas que hacía antes
No aprende nuevas palabras
Conoce y dice menos que 10 palabras
diferentes
No se preocupa ni se da cuenta cuando
se va la persona que lo cuida
36 Meses
Todavía no usa dos palabras juntas
Se cae mucho
No sabe utilizar cosas simples como una
taza o un cepillo
Tiene dificultad para subir escaleras
No copia las acciones/palabras de otras
personas
No sigue indicaciones simples
No camina con pasos firmes
No mantiene contacto visual
No puede hacer un rompecabezas con
más que tres piezas
No puede apilar bloques
No puede hacer rompecabezas simples
No habla en oraciones
No entiende instrucciones simples
No sabe simular
No mantiene contacto visual
No se tranquiliza de rabietas en un plazo
razonable
Centro de Control y Prevención de Enfermedades (2012). Hitos del Desarrollo. Obtenido de http://www.cdc.gov/ncbddd/actearly/milestones/
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Week 3: Respond to Your Child’s Lead
CURRICULUM MAP
Topic
1a. Talk at the recording
RIELDS
SE 1ª Social Emotional-Relationships
with Others
2. Talk about how to respond to
verbal and nonverbal signals
that babies and toddlers use to
communicate what they want
and need. Use positive talk.
SE 2ª Social Emotional- Sense of Self
3. Discuss the importance of
interactions while following
your child’s lead
4. Show the video about
representing a cooking activity
with words and turns
5. Make an age appropriate toy or
recipe with the family
SE 3ª Social Emotional- Self Regulation
LD 3ª Language DevelopmentPragmatics
CD 2a Cognitive Development-Memory
and Working Memory
PH 3a Physical Health and Motor
Development-Fine Motor Development
CA 1a Creative Arts-Experimentation
and Participation in Creative Arts
1.
N/A
2.
N/A
Activities
Materials/Resources
2. Positive Talk – parent handout
3. N/A
3. N/A
4. Answer any questions the
family may have about the
video
4. Video: “Slicing and Dicing”
5. Make some toys from
homemade materials that are
appropriate for the child’s age
and interest
6.
6. N/A
0-1 Dear Zoo
1-2 Welcome Summer
2-3 Knuffle Bunny
7. N/A
6. Discuss effects of television
watching and how it effects
brain development
5. Recipe book – parent handout
Television & Children –parent handout
7. Note from visit – blank – leave a copy with
the family
Spanish:
En El Zoologico
7. Note from visit
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Week 3: Responding To Your Child’s Lead
LESSON PLAN
OBJECTIVE: Parent/Caregiver will…
• Review and Analyze LENA Recording Report form.
• Practice, observe and articulate concepts for following their child’s lead (responding, interacting)
• Discuss the benefits of following their child’s lead
• Learn about the effects of television on brain development
Topic
Report from last visit
conversation starter with the family
RIELDS
SE 1ª Social EmotionalRelationships with
Others
Timing
Prior to visit
Recording Report. “Today I have your LENA
Recording Report for us to review.” To engage
the parent/caregiver in the process of the
review, it is best to ask open-ended questions.
For example, “Is there anything that stands
out to you at first glance?” “Are there any
differences you see from the last report? If so,
how does the information help you?” What
areas do you feel most confident about?”
SE 2ª Social EmotionalSense of Self
10 minutes
Talk to families about how the recordings
usually drop down at this time. Set goals for
the next recording to keep the counts high.
Talk about how to respond
to verbal and nonverbal
signals that babies and
toddlers use to
communicate what they
Ask how the worksheet, Time of Day Activity
& Notes is working. Are there concerns?
Questions? Changes to make?
Engage the parent/caregiver in a discussion
Notes
SE 3ª Social EmotionalSelf Regulation
LD 3ª Language
DevelopmentPragmatics
CD 2a Cognitive
Development-Memory
and Working Memory
Others
15 minutes
SE 2ª Social EmotionalSense of Self
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want and need.
Discuss the importance of
interactions while following
your child’s lead. Show the
(while playing with child) about following
PH 3a Physical Health
their child’s lead. Use open-ended questions to and Motor
begin the conversation. For example:
Development-Fine
Motor Development
• In what ways does your child let
CA 1a Creative Artsyou know what he/she needs or
Experimentation and
wants?
Participation in Creative
• What are some things you do to
Arts
respond?
• When your child seems interested
in something like a book or an
object, how do you keep him/her
interested?
Points revealed/discovered from discussion
with the parent/caregiver include:
• Interpret what your child is
saying/doing by imitating your
child’s actions/gestures and
sounds/words
• Expand the interaction-repeat
sounds, word approximations and
words in short simple questions.
• Ask questions
• Emphasize words and facial
expressions
• Join in the child’s play
• Be at eye level with your child, it
shows him/her you are interested
and allows you to observe his/her
actions and interests
• Use modeling, coaching,
observation and participation in
discussion based on the
parent/caregiver’s level of comfort
5 minutes
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Providence Talks!
video about responding to
your child’s lead.
Ask the parent/caregiver, “When you follow
your child’s lead what do you think your child
is learning?” Respond positively to their
answer and expand on their response. For
example, “Yes, by following your child’s lead
he/she does learn more about language
because you encourage your child’s speech
and listening skills when you respond to
his/her interests. There are also other
benefits. Your child learns to explore his/her
surroundings and to be curious. What are
some things your child does to show his/her
curiosity?”
Other benefits that may be elicited from the
conversation:
• Allows the child to learn decision
making skills because he/she has
chosen what to do with the activity
• Allows your child to hear speech
modeled to him/her
• Allows you and your child the art of
listening while using word and turns
Show the video
representing words and
turns when cooking.
Show the Video: “Slicing and Dicing.” Engage the
parent in conversation about observations made in
the video. Ask the parent /caregiver about their
own experience. (If the parent/caregiver is hesitant,
point out an experience you have observed.
Make an age appropriate
toy or recipe with the
Prior to visit decide on an age appropriate activity
and the materials needed for this activity. (The
5 minutes
15 minutes
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Providence Talks!
family.
Discuss effects of television
watching and how it effects
brain development.
Note from visit
family may have materials at home.) Let the child
explore the materials and lead as you and the
parent/caregiver guide the activity. If the child is
more interested in the materials, it is ok. The
product is not what is important here. (You can
always leave the instructions for the parent to do
with the child later) Give the parent/caregiver the
parent handout, Recipes.
Provide the parent handout, Television & Children.
Engage in an open discussion about television and
other electronic media. Make note of the
information on the parent handout as a
recommendation from the American Academy of
Pediatrics. Ask the family about television use in
their family. Do they want to change anything?
What are some ways they can decrease the use of
the television.
Write note from the visit
5 minutes
5 minutes
Note from visit
0-2 Dear Zoo
1-2 Welcome Summer
2-3 Knuffle Bunny
Spanish:
En El Zoologico
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Positive Talk
Positive Talk
What is Positive Responsive Language?
Positive Responsive Language is telling children what you want them to do instead of what you do not want them to do. It lets children know what is expected of them
without using the word “no.”
How do I use Positive Responsive Language?
• State rules in positive terms
o Tell your child what you expect from them without using the words “Stop”, “Don’t” and “No”
 Example: “Please walk.” Vs. “Don’t run.”
 “Please sit on the couch.” Vs. “Stop jumping on the couch.”
 “Eat your food.” Vs. “Don’t play with your food.”
•
Make requests and provide directions in ways that respect your child
o “When you finish coloring, please put away your crayons.” Vs. “Hurry up and clean up your crayons right now.”
•
Validate your child’s feelings
o Making your child feel important is a great way to foster the parent-child relationship
 Example: “I know it’s hard to wait your turn, but other children want a turn too.”
 “I know you don’t want to sit for circle time, but if you stand up your friends can not see.”
•
Clarify rules, and give reasons for the limits
o “Hold my hand in the parking so that you won’t get hurt.”
o “Use a quiet voice at the doctor’s office so you do not disturb the doctor.”
o “Walk up and down the stairs so that you don’t fall down.”
Why is it beneficial?
Children will often forget their parent’s expectations for appropriate behaviors. Positive Responsive Language benefits both you and your child. It makes your message
forward, simple and clear while helping children to feel valued and respected. It is easier for children to learn appropriate expectations when adults explain the
purpose behind the rules. The more you practice it during your day the easier it will be for you to use with your child.
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Providence Talks!
Hablar en Positivo
Hablar en Positivo
¿Qué es Lenguaje Positivo y Receptivo?
Lenguaje Positivo y Receptivo es decir a los niños/as lo que quiere que hagan, en vez de lo que quiere que no hagan. Esta manera de hablar muestra a los niños/as lo
que espera de ellos sin usar la palabra “no.”
¿Cómo se usa Lenguaje Positivo y Receptivo?
• Decir las normas en términos positivos
o Diga a su niño/a lo que espera de el/la sin usar las palabras “párate,” “basta,” “deja,” y “no”
 Ejemplo: “Camina por favor.” Vs. “No corras”
 “Siéntate en el sofá por favor.” Vs. “Deja de saltar en el sofá”
 “Come tu comida.” Vs. “no juegues con tu comida”
•
Solicitar y dar instrucciones en una manera de respeto a su niño/a
o “Cuando termines de pintar, por favor guarda los crayones.” Vs. “Apúrate y guarda los crayones ahora.”
•
Validar los sentidos de su niño/a
o Hacer sentirse importante su niño/a es una buena manera de promover la relación entre padre e hijo
 Ejemplo: “Sé que es difícil esperar a su turno, pero otros niños quieren un turno también.”
 “Sé que no quieres sentarte para la hora del círculo, pero si estas de pie, sus compañeros no pueden ver”
•
Clarificar normas y hacer razones para los límites
o “Sostén mi mano en el estacionamiento para que no te lastimes.”
o “Habla con voz baja en el consultorio médico para que no le molestes al doctor.”
o “Camina por las escaleras para que no se caigas.”
¿Por qué es beneficioso?
Niños/as se olvidan con frecuencia lo que los padres esperan de ellos en comportamiento apropiado. Lenguaje Positivo y Receptivo beneficia a usted y a su hijo. Hace
su mensaje claro y conciso mientras hacer que su niño/a se sienta valorado/a y respetado/a. Para los niños/as, es más fácil aprender expectativas apropiadas cuando
los adultos les explican sus propósitos. Cuanto más practiques durante su día, más fácil será usarlo con su niño/a.
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Recipes
Recipes
UNCOOKED PLAY DOUGH:
3/4 cups flour
3/4 cup salt
3/4 to 1 cup water with preferred food coloring
1 tablespoon vegetable oil
Mix all ingredients. Knead until smooth consistency. Keep it covered and in refrigerator when not using it.
COOKED PLAY DOUGH:
1 cup flour
1/2 cup salt
2 teaspoons cream of tartar
1 cup water with preferred color food coloring
1 tablespoon oil
Mix all ingredients. Cook over medium heat, until the mixture forms into a ball and becomes "translucent", not "milky". Knead dough. Store play dough in plastic
covered bowl in refrigerator when not using it.
SNOWMAN PLAY DOUGH:
1 1/3 cups salt
1 1/3 cups flour
1 tablespoon oil
Water
Mix the salt, flour and oil together. Add a only small amount of water at a time until you have a big ball of dough. Knead the dough on a floured surface until very
smooth and elastic. If too dry, add water; if too moist, add flour to the surface. On a floured surface sculpt the dough into a snowman... to join 2 pieces of dough
together, moisten both edges of dough with water and press together.
Hardening the dough:
• Let them air dry for at least 48 hours
• OR, bake them in the oven at 325- 350 degrees on a foil lined sheet, allow a 1/2 hour for each 1/2 each thickness or until surfaces turn golden brown. If the
dough puffs up, turn your oven down and poke a hole in them to let the air out.
After drying, they can be painted with water colors, acrylics, enamels, or spray paints.
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Recipes
SAND PLAY DOUGH: (Textured play dough!)
1 cup sand
1/2 cup cornstarch
3/4 cup water
Mix ingredients in saucepan and cook until thick. Allow to cool, knead and allow hardening for use.
SAND MODELING DOUGH: (Textured play dough!)
1 cup sand
1/2 cup cornstarch
1 teaspoon Alum
3/4 cup hot water
Food coloring if desired
Mix sand, cornstarch and Alum in a bowl. Add hot water and stir vigorously. Add food coloring if desired. Cook over medium heat until thick. Let dough cool. Mold
into desired shapes and let dry in the sun for several days. Store any leftover dough in an airtight container in the refrigerator.
OAT PLAY DOUGH: (Textured play dough!)
Note: This play dough is for tactile stimulation. Young children love it. It has a rough texture and is great for exercising hand muscles. You should use this dough the
same day you make it, as it will get moldy within a day or two.
2 cups water
1 cup oatmeal
1 cup flour
Cinnamon (optional)
Heat water until boiling. Combine boiling water and oatmeal in a mixing bowl. Add enough flour to make it doughy. Add cinnamon for smell if desired.
EASY SALT DOUGH:
1 ½ cup flour
3/4 cup salt
3/4 cup water
Mix all ingredients in a bowl, add more water if needed. Knead into soft ball of dough. Have fun playing with it!
FUN CLAY:
1 cup cornstarch
2 cups salt
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Recipes
1 1/3 cups cold water
Paint
Put salt and 2/3 cup water in a pot and bring to a boil. Mix cornstarch and remaining 2/3 cup water in separate bowl and stir well. Add salt mixture to cornstarch
mixture in bowl. Knead dough. Model or mold dough and let it dry for several hours. Paint when dry if desired. Keep unused clay in airtight container or a Ziploc bag in
the refrigerator.
BASIC ART DOUGH:
4 cups flour
1 cup iodized salt
1 3/4 cups warm water
Mix all ingredients in a bowl. Knead dough for 10 minutes. Model the dough as you would with any clay. Bake the sculptures at 300 degrees or until hard. Let the
dough air dry for a few days.
MODELING CLAY:
1 box baking soda (16 oz.)
1 cup cornstarch
1 1/4 cups cold water
Food coloring, if desired
Microwave
In a large mixing bowl, combine baking soda and cornstarch. In a two cup measuring cup, combine water and food coloring. Pour colored water over baking soda
mixture. Stir until smooth. Microwave on high for 4 to 8 minutes, stirring after every minute until mixture is firm. Cover with a damp towel until cool. Knead until
smooth. Store in airtight containers or Ziploc bags.
SCENTED PLAY DOUGH: (Smells awesome and kids LOVE IT!)
1 package of sugar free gelatin; .3 oz size (use any flavor you want, as the dough will have that scent when done; I believe you can replace the gelatin with a Kool-Aid
packet instead for even more scented varieties!)
2 cups flour
1 cup salt
4 tablespoons cream of tartar
2 cups boiling water
2 tablespoons cooking oil
Mix dry ingredients together in pot, add the boiling water and cooking oil. Stir over medium heat until it forms a ball. Let it cool. Keep in air tight container in
refrigerator when not playing with it.
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Recipes
GINGERBREAD PLAY DOUGH: (Scented!)
1 cup flour
1/2 cup salt
2 teaspoons cream of tartar
1 cup water
1 teaspoon vegetable oil
Lots of cinnamon, allspice, ginger, nutmeg!
Mix the flour, salt, and cream of tartar together. Play with the spices until you get the scent and color you want, and add to dry ingredients. Mix water and oil
together FIRST, then add them to the dry ingredients and stir. In a pot, cook the mixture for 2 to 3 minutes, stirring frequently. The dough will start to pull away from
the sides of the pot and clump together. Take the dough out of the pot and knead it until soft and smooth. Allow the dough to cool and store it in an airtight
container
COOKED FINGERPAINTS:
1 cup flour
2 teaspoons salt
3 cups cold water
3 cups boiling water
Food coloring
Mix the flour and salt in an electric skillet. Add the cold water and stir until smooth. Add the hot water and stir until boiling. Boil until the substance is clear. Then
add desired food coloring. Mix until smooth.
UNCOOKED FINGERPAINTS: (Textured!)
1 cup flour
1 1/2 teaspoons salt
1 cup water
Food coloring
Mix flour and salt, add water. Mixture will be "grainy".
CORNSTARCH AND WATER: (Fun!)
Mix cornstarch and water until it has a thick, watery feeling.
To play: It will feel dry when you pick it up, but turns "goopy and watery" as you squeeze it and let it drip through your fingers. It is pretty wild! Store it in a covered
container. If it dries out over time, you can revive it by adding a small amount of water.
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Recetas
Recetas
PLASTILINA QUE NO HAY QUE COCINAR:
3/4 taza de harina
¾ taza de sal
3/4 a 1 taza de agua con su colorante de alimentos preferido
1 cucharada de aceite vegetal
Mezcle todos los ingredientes. Amase hasta obtener una consistencia suave. Manténgalo cubierto y en el refrigerador cuando no lo utilice.
PLASTILINA PARA COCINAR:
1 taza de harina
1/2 taza de sal
2 cucharaditas de cremor tártaro
1 taza de agua con su colorante de alimentos preferido
1 cucharada de aceite vegetal
Mezcle todos los ingredientes. Cocine a fuego medio, hasta que la mezcla forme una bola y se convierta en "transparente", no "lechosa". Amasar la masa. Guarde la
plastilina en un recipiente hermético en el refrigerador cuando no la utilice.
PLASTILINA PARA MUÑECO DE NIEVE:
1 1/3 tazas de sal
1 1/3 tazas de harina
1 cucharada de aceite
Agua
Mezcle la sal, harina y aceite. Agregue una pequeña cantidad de agua por vez hasta obtener una gran bola de masa. Amasar la masa sobre una superficie
enharinada hasta que esté muy suave y elástica. Si es demasiado seca, añada agua; si es demasiado húmeda, añada harina a la superficie. En una superficie
enharinada esculpir la masa en forma de muñeco de nieve. Para unir 2 piezas de masa juntos, humedezca ambos bordes de la masa con agua y presione para
juntarlos.
Cómo endurecer la masa:
• Deje airear la masa por 48 horas
• O también puede llevarla al horno a 325-350 grados en una asadera forrada en papel de aluminio, deje en el horno por 1/2 hora por cada 1/2 de espesor o
hasta que las superficies se doren. Si la masa se infla, baje la temperatura del horno y haga agujeros para dejar salir el aire.
• Después de que se seque se puede pintar con acuarelas, acrílicos, esmaltes o pinturas en aerosol.
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Recetas
PLASTILINA CON ARENA: (¡plastilina con textura!)
1 taza de arena
1/2 taza de maicena
3/4 taza de agua
Mezcle los ingredientes en un sartén y cocine hasta que se endurezca. Deje enfriar, amase y permita que de endurezca lo suficiente para usar.
MASA DE ARENA PARA MODELAR: (¡plastilina con textura!)
1 taza de arena
1/2 taza de maicena
1 cucharadita de alumbre
3/4 taza de agua caliente
Colorante de alimentos si lo desea
Mezcle la arena, la maicena y alumbre en un tazón. Añadir agua caliente y agitar vigorosamente. Agregar colorante de alimentos, si se desea. Cocine a fuego medio hasta que espese.
Deje enfriar la masa. Moldee en las formas deseadas y deje secar al sol durante varios días. Almacene la masa sobrante en un recipiente hermético en el refrigerador.
PLASTILINA DE AVENA: (¡plastilina con textura!)
Nota: Este tipo de plastilina es para estimulación táctil. Les encanta a los niños. Tiene una textura rugosa y es ideal para ejercitar los músculos de las manos. Debe usar esta masa el
mismo día que la hace, ya que se pondrá mohosa en uno o dos días.
2 tazas de agua
1 taza de avena
1 taza de harina
Canela (si lo desea)
Caliente agua hasta que hierva. Combine agua hirviendo y avena en un bol. Agregue suficiente harina para formar una masa. Agregue canela para aromatizar si lo desea.
PLASTILINA DE SAL SENCILLA:
1 1/2 tazas de harina
3/4 taza de sal
3/4 taza de agua
Mezcle todos los ingredientes en un bol, agregue más agua si es necesario. Amase hasta lograr una bola suave de masa. ¡Diviértase con su niño!
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Television & Children
Television & Children
The American Academy of Pediatrics (AAP) recommends that children under 2 years of age do not watch any TV and that those older than 2 watch no more than 1
to 2 hours a day of quality programming. The first 2 years of life are considered a critical time for brain development. TV and other electronic media can get in the
way of exploring, playing, and interacting with parents and others. This type of play encourages learning and healthy physical and social development. As kids get
older, too much screen time can interfere with activities such as being physically active, reading, doing homework, playing with friends, and spending time with
family.
Too much TV time has been linked to:
• Obesity
• Sleep problems
• Lower academic performance
• Behavior issues
• Less time to play, and violence.
Limit your child’s TV time:
• Be a good model
• Eliminate background TV noise
• Keep TV and other electronics out of the bedroom
• Keep TV and other electronics off while children are doing school work
• Keep TV and other electronics off during meal times
• Set a schedule, and Talk to other caregivers.
Become involved:
• Understand TV ratings,
• Preview programs,
• Watch with your child,
• Plan what your child watches, and
• Offer other fun activities.
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La Televisión y Los Niños
La Televisión y Los Niños
La Academia Americana de Pediatría recomienda que los niños menores de 2 años no vean televisión y que los mayores de 2 años no pasen más de 1 a 2 horas al
día de programas de buena calidad. Los 2 primeros años de vida se consideran un momento crítico para el desarrollo del cerebro. La televisión y otros medios de
comunicación electrónicos pueden reemplazar la exploración, el jugar y la interacción con los padres y otras personas, lo que favorece el aprendizaje y el desarrollo.
A medida que los niños crecen, el exceso de tiempo de pantalla puede interferir con actividades tales como la actividad física, la lectura, hacer la tarea, jugar con
amigos y pasar tiempo con la familia.
Ver demasiada televisión se ha relacionado con:
• Obesidad
• Problemas para dormir
• Bajo rendimiento escolar
• Problemas de conducta
• Menos tiempo para jugar y violencia.
Limite el tiempo de su niño frente al televisor:
• De un buen ejemplo
• Elimine el sonido de fondo de la televisión
• Quite la televisión o otros aparatos electrónicos de la habitación
• Apague los aparatos electrónicos cuando los niños hagan la tarea
• Apague los aparatos electrónicos durante las comidas
• Establezca un horario y compártalo con quienes cuiden a sus niños.
Infórmese:
• Entienda la clasificación de los programas/películas
• Mire antes un resumen de los programas
• Mire televisión con el niño
• Planee lo que su niño verá
• Ofrezca otras actividades divertidas.
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Week 4: Reading with Your Child Every Day
CURRICULUM MAP
Topic
Report
RIELDS
SE 1.a Social Emotional- Relationships
with Others (Adults)
2. Talk about the importance of
reading every day. Show video
about reading
SE 1.b Social Emotional-Relationships
with Others (other children)
3. Engage in story time with child
and family – teach families
how to choose appropriate
books
4. How to make your own books
out of materials found in your
home
5. Opportunities for parents to
model reading throughout
their day
6. LENA Snapshot
7. Note from visit
LD 1.a Language DevelopmentReceptive Language
PH 3.a Physical Health- Fine Motor
Development
1. N/A
Activities
2. Answer any questions from the
video
3. Read a book with the familyshow where there are
opportunities to engage the
child in the story
4. Make a book about themselves
and some of their favorite
people or things
L 4.a Literacy-Comprehension and
Interest
CD 3.a Cognitive DevelopmentAttention and Inhibitory Control
2. Video: “Read All About It”
3a. Tips for Parents: Choosing Books for
Infants & Toddlers- parent handout
3b. Suggested Books by Age-parent handout
4. Magazines, clear tape and cardboard to
make books
5. N/A
5. N/A
6. LENA Snapshot
6. LENA Snapshot
7. Note from visit– blank–leave a copy with
the family
7. N/A
L3a Literacy- Print Knowledge
Materials/Resources
CA 1a Creative Arts-Experimentation
0-1 Peek-a Who
1-2 Ten Tiny Toes
2-3 Snuggle Puppy
Spanish:
El Conejito Knuffle
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Week 4: Reading with your Child Every Day
Objective: Parent/Caregiver will…
• Review and Analyze LENA Recording Report form.
• Articulate the importance of reading
• Describe new ideas learned when reading to their child
• Recognize their successes when reading to their child
Topic
LESSON PLAN
conversation starter with the family.
RIELDS
SE 1.a Social EmotionalRelationships with
Others (Adults)
Timing
Prior to visit
Recording Report. “Here is this week’s LENA
Recording Report for your review.” To engage the
parent/caregiver in the process of the review, it is
best to ask open-ended questions. For example,
“Is there anything that stands out to you at first
glance?” “Are there differences you see from the
last report?” “If so, how does this information
help you?” “What areas do you feel most
confident about?”
SE 1.b Social EmotionalRelationships with
Others (other children)
(if other children in the
home)
10 minutes
Ask how the Time of Day Activity & Notes
worksheet is working. Are there concerns?
Questions? Changes to make?
Talk about the importance
of reading every day. Show
video on reading
Engage the parent/caregiver in a conversation
about reading with their child. Ask “Are there
particular times of the day you and your child like
to read books?” “What are your child’s favorite
books?” “What do you think your child is learning
when you read together?” If the child is an infant
Notes
LD 1.a Language
Language
CD 3.a Cognitive
Development- Attention
and Inhibitory Control
L 4.a LiteracyComprehension and
Interest
L3a Literacy- Print
Knowledge
10 minutes
PH 3.a Physical HealthFine Motor
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talk about the importance of introducing books at
a very young age. Let the parent/caregiver know
the advantages children get when exposed to
books from a very young age. Some of these
advantages include increased social and
educational skills.
Show the Video: “Read All About It.” Engage the
parent in conversation about observations made
in the video. Ask the parent/caregiver if there is
anything they learned that they want to
incorporate into their reading experience with
their child.
Engage in story time with
the child and family
Development
SE 1.a Social EmotionalRelationships with
Others (Adults)
CA 1a Creative ArtsExperimentation and
Arts
If the child is old enough, offer 2 to 3 books to
choose from.
Let the parent/caregiver lead the process but do
engage in the story with the parent/caregiver and
child
Let the child turn pages and encourage their
participation.
Model the use of different voices or expressions
for different characters in the book.
Provide positive feedback to the parent/caregiver
on any observations you make.
Use modeling, coaching, observation and
participation in discussion based on the
parent/caregiver’s level of comfort.
Give the parent/caregiver the Tips for Parents:
Choosing Books for Infants and Toddlers and
Suggested Books by Age handouts.
15 minutes
Bring magazines, cardboard, glue stick/tape and
yarn to make a book. Let the child explore the
materials and lead as you and the
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parent/caregiver guide the activity. If the child is
more interested in the materials, it is ok. (You can
always leave the instructions for the parent to do
with the child later)
How to make your own
books out of materials
found in your home
Brainstorm with the parent/caregiver about other
types of items to use when making a book. For
example, items with different textures,
photographs, collage items, or even the child’s
own artwork or drawings. Use a paper grocery
bag to make book pages.
Opportunities to model
reading throughout the day
Refer back to the video shown earlier. Call
attention to the dad reading the newspaper.
Brainstorm other ways the parent/caregiver can
model reading throughout the day. For example,
reading signs in the community, reading
independently while your child is engaged with
their own book and reading recipes with their
child while cooking.
LENA Snapshot
Note from visit
15 minutes
5 minutes
5 minutes
5 minutes
Note from visit
0-2 Peek-a Who
1-2 Ten Tiny Toes
2-3 Snuggle Puppy
Spanish:
El Conejito Knuffle
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Tips for Parents: Choosing Books for Infants and Toddlers
Infants: Birth to Six Months
• Content. Choose books with large pictures or bright and bold illustrations set against a contrasting background. Look for books that have simple pictures, one
per page.
• Language. Infants will enjoy looking through wordless picture books, or books that have just a single word along with a big picture. But also try books that
contain phrases or short sentences. It's important for infants to hear language. Nursery rhymes and verse books are good for this age too.
• Design. Books for infants should be interesting and appealing to look at. Try stiff cardboard books, books with fold-out pages that create colorful panels, cloth
or soft vinyl books, and books with handles.
• Reading Aloud. Infants want your full attention, so try reciting rhymes and songs that you remember by heart. Also, try reading to your infant while she has a
toy to hold. Reading at bedtime is always a nice way to end the day!
Infants: Seven to 12 Months
• Content. Children this age will enjoy books with medium to large photos and bright, bold illustrations. Look for books that have simple drawings of familiar
things, actions and events.
• Language. Children begin to focus on content and can relate pictures to their world. While they still enjoy picture books, try some books with simple stories
that have one line of text per page.
• Design. Infants this age like to handle cloth and vinyl books and cardboard books with stiff, thick pages.
• Reading Aloud. As your baby gets older, try this four-part interaction sequence:
1. Get your baby's attention by pointing out something in a book. ("Look!")
2. Ask a labeling question. ("What's that?")
3. Wait for your baby to respond, verbally or non-verbally. If necessary, provide the answer yourself. ("That's a monkey!")
4. Acknowledge your baby's response. ("Yes" or repeat your baby's word.) If your baby mislabels the picture, correct him in a positive manner. ("Yes, it's
brown like a dog, but it's a monkey.")
Keep in mind that you may not get through a whole book in one reading. As your child starts to explore books, support his/her progress by watching, listening and
acknowledging.
Infants: 12 to 18 months
• Content. For children this age, try books with pictures of familiar characters, like animals, children, TV characters or adults in familiar roles. Look for books
that have action pictures - your baby is starting to be able to enjoy pictures with more details.
• Language. This is a great age to try books with songs and repetitive verses. Books that have a simple story line that relate to your child's own experiences will
also have appeal. You might also look for theme books that show a series of related pictures and a few words. These books follow a progression of simple
activities, but avoid introducing a plot or complex storyline.
• Design. Even though your baby is growing fast, he/she will still enjoy playing with books with handles and books with stiff, thick pages. In addition, he/she will
still like having these books read to him/her. Books with thinner pages that are plastic-coated are also a good choice for this age.
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Reading Aloud. Your infant will probably still enjoy reading with you as he/she sits on your lap or close to you in a comfortable chair. This helps your baby
associate reading with feeling secure. Connecting sounds with the pictures he/she sees in the books will make reading together even more fun. Make your
own sounds, and don't be surprised if your baby joins in! You may also notice your child looking through the book alone and making noises (sometimes called
"book babble").
Toddlers: 19 to 30 Months
• Content. Toddlers will continue to enjoy books with familiar characters; however, they will also begin to take interest in pictures filled with information,
action and detail. Try some short stories, cause and effect stories and fictional books that describe a problem or circumstance to overcome.
• Language. Try predictable books with repeated text, words that rhyme and pictures that correspond to the text. Books with songs and repetitive verses are
still a good choice for this age.
• Design. Toddlers can enjoy books with paper pages; however, they will still enjoy books with a picture on every page and just a little bit of text.
• Reading Aloud. Let your toddler decide if he/she wants to sit on your lap while you read, or next to you on the couch or floor. Follow his/her cues. Talk about
the characters and events in the story and relate them to your child's own experiences. Pause when you read aloud to let your child fill in a word or phrase.
This strategy works well with rhyming and repetitive books.
•
National Center for Family Literacy (n.d). Tips for parents: Choosing books for infants and toddlers. Retrieved fromhttp://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/family/for-families/Everyday%20Parenting/Parents%20as%20Teachers/4TipsforParents.htm
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Consejos Para Padres: Cómo Elegir Libros Para Infantes y Niños
Infantes: Nacimiento hasta los Seis Meses
• Contenidos. Elija libros con dibujos grandes y brillantes e lustraciones que resalten en un fondo contrastante. Busque libros con dibujos simples, uno por
página.
• Idioma. Los bebés disfrutan al mirar libros sin palabras, o libros que tienen una sola palabra, junto con un dibujo grande. Pero también trate de usar libros
que contengan frases cortas. Es importante que los bebés escuchen hablar. Las rimas infantiles y los libros de versos son buenos para esta edad también.
• Diseño. Los libros para niños debe ser interesante y atractivos a la vista. Trate de usar libros de cartón duro, libros con páginas desplegables con paneles de
colores, libros de tela o libros de vinilo blando y libros con asas.
• La lectura en voz alta. Los bebés quieren su atención, así que trate de recitar rimas y canciones que usted recuerde de memoria. Además, trate de leer a su
bebé mientras él sostiene un juguete para celebrar. ¡La lectura a la hora de dormir es siempre una buena manera de terminar el día!
Infantes: Siete a 12 Meses
• Contenido. Los niños de esta edad podrán disfrutar de los libros con fotos brillantes medianas y grandes y con ilustraciones contrastantes. Busque libros que
tengan dibujos sencillos de cosas familiares, acciones y eventos.
• Idioma. Los niños comienzan a centrarse en el contenido y se pueden relacionar las imágenes de su mundo. Si bien ellos siguen disfrutando de los libros
ilustrados, pruebe algunos libros con historias simples que tengan una línea de texto en cada página.
• Diseño. A los bebés de esta edad les gustan sostener libros de tela y vinilo, y libros de cartón con páginas duras y gruesas.
• La lectura en voz alta. A medida que su bebé crece, pruebe esta secuencia de la interacción de cuatro partes:
1. Llame la atención de su bebé señalando algo en un libro. ("¡Mira!")
2. Haga una pregunta. ("¿Qué es eso?")
3. Espere a que su bebé responda de manera verbal o no verbal. Si es necesario, proporcione la respuesta usted mismo. ("¡Eso es un mono!")
4. Reconozca la respuesta de su bebé. ("Sí" o repita la palabra de su bebé.) Si su bebé dice algo incorrecto, corrija de una manera positiva. ("Sí, es de
color marrón, como un perro, pero es un mono.")
Tenga en cuenta que usted quizás no termine de leer un libro completo de una sola vez. A medida que su niño comienza a explorar los libros ayúdelo en su progreso
mirando, escuchando y reconociendo.
Infantes: 12 a 18 meses
• Contenido. Para los niños de esta edad, trate de leer libros con fotos de personajes conocidos, como los animales , niños, personajes de la televisión o los
adultos en los roles familiares. Busque libros que tengan fotos de acción - el bebé está empezando a ser capaz de disfrutar de las imágenes con más detalles.
• Idioma. Esta es una muy buena época para usar los libros con canciones y versos repetitivos. Los libros que tienen una historia sencilla que se relacionan con
las propias experiencias de su hijo también tendrá aceptación. También podría buscar libros temáticos que muestren una serie de imágenes relacionadas y
algunas palabras. Estos libros siguen una progresión de actividades simples, pero no intentan introducir un argumento o trama compleja.
• Diseño. A pesar de que su bebé está creciendo rápidamente, a él todavía le gusta jugar con los libros con manijas y los libros con páginas duras y gruesas. Y a
él todavía le gusta que le lean ese tipo de libros. Los libros con páginas más delgadas y cubierta de plástico también son una buena opción para esta edad.
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Lectura en voz alta. Su bebé probablemente todavía disfrute de la lectura con usted mientras él se sienta en su regazo o cerca de usted en una silla cómoda.
Esto ayuda a su bebé a asociar la lectura con sentirse seguro. La conexión de los sonidos con las imágenes que él ve en los libros hará que la lectura sea aun
más divertida. Haga sonidos y no se sorprenda si su bebé también hace sonido junto con usted. También puede notar que su hijo mira un libro por sí solo y
haciendo ruidos.
Niños que gatean: 19 a 30 Meses
• Contenido. Los niños de esta edad todavía disfrutan de los libros con personajes conocidos, sin embargo, también comienzan a interesarse en imágenes
llenas de información, acción y detalle. Pruebe algunos cuentos, historias de causa y efecto, y los libros de ficción que describan un problema o circunstancia
que superar.
• Idioma. Trate de leer libros predecibles con texto que se repita, palabras que rimen e imágenes que se corresponden con el texto. Los libros con canciones y
versos repetitivos siguen siendo una buena opción para esta edad.
• Diseño. Los niños pequeños pueden disfrutar de los libros con páginas de papel, sin embargo, todavía siguen disfrutando de los libros con una imagen en cada
página y muy pocas palabras.
• Lectura en voz alta. Deje que su niño decida si quiere sentarse en su regazo mientras usted lee, o al lado de usted en el sofá o en el suelo. Haga lo que su niño
le indique. Hable acerca de los personajes y eventos de la historia, relacionándolas con las propias experiencias de su hijo. Haga pausas cuando le lee en voz
alta para que su hijo siga los pasos de una palabra o frase. Esto funciona muy bien con rimas y libros repetitivos.
•
National Center for Family Literacy (n.d). Tips for parents: Choosing books for infants and toddlers. Retrieved fromhttp://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/family/for-families/Everyday%20Parenting/Parents%20as%20Teachers/4TipsforParents.htm
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Suggested Books by Age
0-1 year
Baby Face Board Book #2 Smile
How Does Baby Feel
Dear Zoo
Peek-a-Who
Brown Bear, Brown Bear, What Do You See?
Llama Llama Night Night
Goodnight Gorilla
Bright Baby Animals
Time for School Mouse
Goodnight Moon
Itsy Bitsy Spider
Blue Hat Green Hat
Moo Baa La La La
Roberta Grobel Intrater
Karen Katz
Rod Campbell
Nina Laden
Bill Martin Jr. Eric Carle
Anna Dewdney
Peggy Rathman
Roger Priddy
Laura Numeroff
Margaret Wise Brown
Rosemary Wells
Sandra Boynton
Sandra Boynton
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Month 6
Month 9
Month 12
Karen Katz
Sandra Boynton
Kjill Ackerman
Caroline Jayne Church
Eileen Christelow
Sandra Boynton
Karen Katz
Dr. Seuss
Eric Carle
Lucy Cousins
Helen Oxenbury and Michael Rosen
Dr. Seuss
Betty Ann Schwartz
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Month 6
Month 9
Month 12
1-2 years
Baby's Colors
Happy Hippo, Angry Duck A Book of Moods
Welcome Summer
Ten Tiny Toes
Five Little Monkeys Jumping on the Bed
The Going to Bed Book
Where is Baby's Belly Button?
The Foot Book
From Head to Toe
Maisey Goes Shopping
We're Going on a Bear Hunt
Mr. Brown Can Moo Can You?
What Makes a Rainbow
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2-3 years
Llama Llama Red Pajama
The Pigeon Has Feelings Too
Knuffle Bunny
Snuggle Puppy
Green Eggs and Ham
Chicka Chicka Boom Boom
Giraffes Can't Dance
If You Give a Mouse a Cookie
Clifford's Day with Dad
The Jacket I Wear in the Snow
Bear Snores On
Snowballs
Maisey Goes to Preschool
Anna Dewdney
Mo Willems
Mo Willems
Sandra Boynton
Dr. Seuss
Bill Martin Jr
Giles Andreae
Laura Numeroff
Norman Bridwell
Shirley Neitzel
Karma Wilson
Lois Ehlert
Lucy Cousins
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Month 6
Month 9
Month12
Scott Burridge
Brimax
Mo Willems
Bill Martin Jr
Peggy Rathman
Roger Priddy
Eric Carle
Margaret Wise Brown
Eric Carle
Sandra Boynton
Sandra Boynton
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Month 6
Month 9
Month12
Spanish Book List
Me Gusta Jugar
Oso Polar, Oso Polar
En El Zoologico
Conejito Knuffle
Oso Pardo, Oso Pardo
Chicka Chicka Boom Boom
Buenas Noches Gorilla
Bebe Listos Animales
De la Cabeza a los pies
Buenas Noches Luna
La Araña muy ocupada
Azul el Sombrero, Verde El Sombrero
Muu Bee Asi Fue
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Week 5: Repeating and Adding to Your Child’s Words
Topic
2. Repeat and add one more –
how to expand your child’s
language
3. Repeat correctly but do not
correct- show video on
expanding vocabulary
4. Demonstrate how to bring
books to life
5. Introduce list of common words
to families
6. Note from visit
RIELDS
CURRICULUM MAP
Activities
LD 1ª Language Development-Receptive
Language
Materials/Resources
1. N/A
LD 2ª Language Development-Expressive
Language
2. Model how to add vocabulary to
the child’s existing vocabulary
without correcting their words
2. N/A
SE 1ª Social Emotional- Relationships with
Others
3. Answer any questions from the
video
L 1ª Literacy- Phonological Awareness
4. Read book with actions and
model them
L4a Literacy- Comprehension and Interest
5. N/A
6. N/A
3. Video: “Gab it up at the Grocery Store”
4. Action Book
5. List of Common Words – parent handout
6. Note from visit – blank – leave copy with
the family
0-1 Brown Bear Brown Bear
1-2 Five Little Monkeys Jumping on the Bed
2-3 Green Eggs & Ham
Spanish:
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Week 5: Repeating and Adding to Your Child’s Vocabulary
LESSON PLAN
OBJECTIVE: Parent/caregiver will…
• Review and Analyze LENA Recording Report form
• Practice, observe and articulate concepts for expanding language
• Discuss ways they expand on their child’s language throughout the day
• Learn about the kinds of words their child needs to develop
Topic
Repeat and add one more –
how to expand your child’s
language
Repeat correctly but do not
correct
conversation starter with the family.
RIELDS
LD 1ª Language
Language
Timing
Prior to visit
Provide parent/caregiver with LENA Recording
Report. “Here is this week’s LENA Recording
Report for review.” To engage
parent/caregiver in the process of the review,
it is best to ask open ended questions. For
example, “Is there anything that stands out to
you at first glance?” “Are there differences you
see from the last report?” “If so how does the
information help you?” “What areas do you
feel most confident about?”
LD 2ª Language
10 minutes
Development-Expressive
Language
Engage in play with the child and
parent/caregiver. (If the activity is a daily
routine, like meal time, use the routine to
engage parent/caregiver.)
L4a LiteracyComprehension and
Interest
Notes
Others
L 1ª LiteracyPhonological Awareness
15 Minutes
Respond to body language, gestures, sounds,
word approximations with words and simple
phrases. If the child has words, expand by
adding new words. For example, if the child
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brings over a toy car and says “ca” expand on
their language by adding words, “Yes, that is a
car. A blue car”. When responding to the
child’s communication use object, action and
idea words by labeling and attaching words to
the experience they are engaged in.
Incorporate concepts from previous weekswords and turns, describing what the child is
doing, following the child’s lead,
Use modeling, coaching, observation and
participation in discussion based on
parent/caregiver level of comfort.
Show video on expanding
vocabulary
Show the video, “Gab it up at the Grocery
Store.” Engage the parent/caregiver in
conversation about observations made in the
video. Ask the parent/caregiver if there is
anything they learned that they want to
incorporate into their day. Point out times
where you’ve observed the parent/caregiver
repeating and adding words to their child’s
language.
5 minutes
Bringing books to life
Open discussion by referring to Week 4 Read
With Your Child Everyday topic. Ask parent
open-ended questions about their experiences
since the last visit. “What did you enjoy most
about reading to your child?” “Were there any
challenges? “ Are there certain books your
child likes more than others?” “Which ones?”
15 minutes
Read the book you are giving to the family or a
book the child picks. Invite the parent join in
on the reading activity.
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Demonstrate:
• Involving the child by letting him/her turn
pages
• Use of expression: Change your voice for
each character in the story
• Use puppets, finger plays or gestures
during reading
• For books with a rhythmic or sing song
pattern, let the child clap and sing
• Let the child finish sentences for books with
repetitive patterns and rhymes
• Substitute your child’s name for a character
in the book
Reassure the parent/caregiver that it is ok if
their child doesn’t sit still for an entire book.
Considerations:
• Children will have preferences for certain
books or even certain pages in a book.
Focus on what the child is interested in. It’s
okay if you don’t finish the entire book.
• Reading can occur for a few minutes at a
time but do it often. As the child grows so
will his/her attention span.
• When reading the same book over and over
use the same expression and emphasis
each time.
Introduce list of common
words to families
Give the parent/caregiver the List of Common
Words handout. Explain that the list is a guide
they can use to follow their child’s word
acquisition. Let them know that their child will
learn or may have words to discuss that are
not written on the handout.
10 minutes
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•
•
•
•
•
Nouns (names of people, places and
things) are learned first
Use of verbs or action words (sleep,
run, open, see, throw, climb, tickle
etc.)
Prepositions or location words (up,
down, on, off etc.)
Adjectives/adverbs or descriptive
words (hot, cold, loud, funny, silly,
clean, dirty, color words
Pronouns: me, mine, you, I, it
Remind the parent/caregiver that reading,
engaging in words and turns, narrating their
child’s day, repeating and adding words,
following their child’s lead, and reading all aid
in language development.
Note from visit
Note from visit
0-1 Brown Bear Brown Bear
1-2 Five Little Monkeys Jumping on the
Bed
2-3 Green Eggs & Ham
Spanish
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List of Common Words
Food
Apple
Banana
Bread
Butter
Cake
Candy
Cereal
Cheese
Coffee
Cookie
Crackers
Drink
Egg
Food
Grapes
Gum
Hamburger
Hot dog
Ice cream
Juice
Meat
Milk
Orange
Pizza
Pretzel
Soda
Soup
Spaghetti
Tea
Toast
Water
Toys
Ball
Balloon
Blocks
Book
Bubble
Crayons
Doll
Present
Slide
Swing
Teddy bear
Outdoors
Flower
House
Moon
Rain
Sidewalk
Snow
Star
Street
Sun
Tree
Animals
Bear
Bee
Bird
Bunny
Cat
Chicken
Cow
Dog
Duck Elephant
Fish
Frog
Horse Monkey
Pig
Puppy
Snake
Tiger
Turkey
Turtle
Body Parts
Arm
Belly
Bottom
Chin
Ear
Elbow
Eye
Face
Finger
Foot
Hair
Hand
Knee
Leg
Mouth neck
Nose
Teeth
Thumb
Toe
Tummy
Places
Church
Home
Hospital
Library
McDonalds
Park
School
Store
Zoo
Actions
Bath
Breakfast
Bring
Catch
Clap
Close
Come
Cough
Cut
Dance
Dinner
Doodoo
Eat
Feed
Finish
Fix
Get
Give
Go
Have
Help
Hit
Hug
Jump
Kick
Kiss
Knock
Look
Love
Lunch
Make
Nap
Outside
Pattycake
Peekaboo
Peepee
Push
Read
Ride
Run
See
Show
Sing
Sit
Sleep
Stop
Take
Throw
Tickle
Walk
Want
Wash
Household
Bathtub
Bed
Blanket
Bottle
Bowl
Chair
Clock
Crib
Cup
Door
Floor
Fork
Glass
Knife
Light
Mirror
Pillow
Plate
Potty
Radio
Room
Sink
Soap
Sofa
Spoon
Stairs
Table
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Household Continued
Telephone
Towel
Trash
TV
Window
Personal
Brush
Comb
Glasses
Key
Money
Paper
Pen
Pencil
Penny
Pocketbook
Tissue
Toothbrush
Umbrella
Watch
People
Aunt
Baby
Boy
Daddy
Doctor
Girl
Grandma
Grandpa
Lady
Man Mommy
Own name
Pet name
Uncle
Ernie, etc.
Others
A, B, C etc.
Away
Bye, bye
Curse word
Here
Hi, hello
In, out
Me
Meow
My myself
Night, night
No, yes
On, off
Please
Sesame St
Excuse me
Shut up
Thank you
There
Under
Welcome
What
Where
Why
Woof, woof
You
Yum, yum
1,2,3, etc.
Clothes
Belt
Boots
Coat
Diaper
Dress
Gloves
Hat jacket
Mittens
Pajamas
Pants
Shirt
Shoes
Slippers
Sneakers
Socks
Sweater
Vehicles
Bike
Boat
Bus
Car
Motorbike
Plane
Stroller
Train
Trolley
Truck
Modifiers
All gone
All right
Bad
Big
Black
Blue
Broken
Clean
Cold
Dark
Dirty
Down
Good
Happy
Heavy
Hot
Hungry
Little
Mine
More
Open
Pretty
Red
Shut
Stinky
That
This
Tired
Up
Wet
White
yellow
Yuck
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Lista de Palabras Comunes
IMPRIMIR
Alimentos
Manzana
Banana
Pan
Mantequilla
Pastel
Dulces
Cereal
Queso
Café
Galletas
Bebida
Huevo
Comida
Uvas
Chicle
Hamburguesa
Helado
Jugo
Carne
Naranja
Soda
Sopa
Pasta
Té
Tostada
Agua
Juguetes
Pelota
Globo
Bloques
Libro
Burbuja
Crayones
Muñeca
Regalo
Tobogán
Columpio
Oso de Peluche
Outdoors
Flores
Casa
Luna
Lluvia
Vereda
Nieve
Estrella
Calle
Sol
Árbol
Animales
Oso
Abeja
Pájaro
Conejo
Gato
Pollo
Vaca
Perro
Pato
Elefante
Pescado
Sapo
Caballo
Mono
Cerdo
Perrito
Culebra
Tigre
Pavo
Tortuga
Partes del Cuerpo
Brazo
Ombligo
Mentón
Oreja
Codo
Ojo
Cara
Dedo
Pie
Pelo
Mano
Rodilla
Pierna
Boca
Cuello
Nariz
Diente
Pulgar
Panza
Lugares
Iglesia
Casa
Hospital
Biblioteca
McDonald’s
Parque
Escuela
Tienda
Zoo
Acciones
Baño
Desayuno
Traer
Atrapar
Aplaudir
Cerrar
Venir
Toser
Cortar
Bailar
Cenar
Comer
Doodoo
Alimentar
Terminar
Arreglar
Obtener
Ir
Tener
Ayudar
Golpear
Abrazar
Saltar
Patear
Besar
Tocar
Mirar
Amar
Almorzar
Afuera
Tortitas
Cuco
Pipi
Empujar
Leer
Montar
Ver
Mostrar
Cantar
Sentar
Dormir
Parar
Tomar
Lanzar
Hacer Cosquillas
Caminar
Querer
Lavar
La casa
Bañadera
Cama
Frazada
Biberón
Bol
Silla
Reloj
Cuna
Taza
Puerta
Piso
Tenedor
Vaso
Luz
Espejo
Almohada
Plato
Inodoro
Radio
Habitación
Lavabo
Jabón
Sofa
Cuchara
Escalera
Mesa
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La Casa, continuación
Teléfono
Toalla
Basura
Televisión
Ventana
Cosas Personales
Cepillo
Peine
Lentes
Llaves
Dinero
Papel
Lapicero
Penny
Cartera
Papel Tissue
Cepillo de Dientes
Paraguas
Reloj
Gente
Tía
Bebé
Papi
Doctor
Niña
Abuela
Abuelo
Señora
Hombre
Mami
Nombre de mascot
Tío
Ernie, etc.
Otro
A, B,C etc.
Lejos
Adiós
Mala Palabra
Aquí
Hola
Dentro, fuera
Mí
Miau
Yo
Buenas noches
No, sí
Prender, apagar
Por favor
Plaza Sésamo
Permiso
Cerrar
Gracias
Hay
Bajo
Bienvenido
Qué
Donde
Por qué
Guau, guau
Tú
Diente
Pulgar
Dar
Clothes
Belt
Boots
Coat
Diaper
Dress
Gloves
Hat jacket
Mittens
Pajamas
Pants
Shirt
Shoes
Slippers
Sneakers
Socks
Sweater
Vehículos
Bicicleta
Barco
Autobús
Auto
Moto
Avión
Peatón
Tren
Trolebús
Camión
Bicicleta
Bote
Modifiers
No hay más
Muy bien
Malo
Grande
Negro
Azul
Roto
Limpio
Frío
Oscuro
Sucio
Abajo
Bueno
Feliz
Pesado
Caliente
Con hambre
Poco
Mio
Más
Abierto
Bastante
Rojo
Cerrar
Huele mal
Aquello
Esto
Cansado
Arriba
Amarillo
Feo
Húmedo
Blanco
Qué rico
1,2,3, etc
Su nombre
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Week 6: Using Songs, Rhymes & Finger-Plays
CURRICULUM MAP
Topic
2. Why do we use finger plays,
rhymes and songs throughout
the day?
3a. Make your own instruments
3b. Make your own finger puppets
4. LENA Snapshot
5. Note from visit
RIELDS
Activities
LD1a Language DevelopmentReceptive Language
SE1a Social Emotional-Relationships
with Others
C1a Creative Arts-Experimentation
CD4a Cognitive Development
Cognitive Flexibility
Materials/Resources
1. N/A
2. Explain when you might sing
songs; during transition times,
waiting at the doctor’s office, in line
for the grocery story, changing,
dressing, or bathing
2. Song Book – parent handout
3a. Make instruments with the family
3b. Make finger puppets with materials
in the home
3b. Materials to make finger puppets &
Finger Play Book- parent handout
4. N/A
5. N/A
3a. How to Make Musical Instruments – see
sheets based on age of child – parent
handout
4.
LENA Snapshot
5.
Note from visit– blank–leave a copy
with the family
Bring books:
0-1 Llama Llama Nighty Night
1-2 The Going to Bed Book
2-3 Chicka Chicka Boom Boom
Spanish:
Chica Chica Bum Bum
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LESSON PLAN
• Review and analyze the LENA Recording Report form
• Learn how music is a great way to enhance language development in infants and toddlers
• Engage in song, rhyme and finger play activities
Topic
Familiarize yourself with the LENA
Recording Report and identify areas
that will serve as a conversation
starter with the family.
Provide the parent/caregiver with the
LENA Recording Report. “Here is this
week’s LENA Recording Report for
your review.” To engage the
parent/caregiver in the process of the
review, it is best to ask open-ended
questions. For example, “Is there
anything that stands out to you at first
glance?” “Are there differences you
see from the last report?” “If so how
does the information help you?”
“What areas do you feel most
confident about?”
RI ELDC Standards
LD1a Language
Language
SE1a Social EmotionalRelationships with Others
Timing
Prior to visit
Notes
10 minutes
C1a Creative ArtsExperimentation and
Arts
CD4a Cognitive
Development Cognitive
Flexibility
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Why do we use finger-plays,
action rhymes and songs
throughout the day?
Show the Songs and Rhymes video.
Engage the parent/caregiver in
conversation about music and
movement. For example, “What songs
and rhymes does your child like?” “Are
you familiar with finger-plays?” Which
ones do you do with your child?
”When do you and your child sing and
dance together?” “What do you enjoy
most about these moments?” If the
parent/caregiver is unfamiliar with the
term finger-plays, provide them with
some examples or refer to the video.
Engage in some songs and finger plays
with the child and parent. Make note
of observations. As children get older
follow their lead. Let the child pick the
song or rhyme. Sometimes they want
to sing it to you or make up their own
rhyme. Praise your child’s efforts for
any and all attempts.
Points revealed/discovered during the
activity discussion with the
parent/caregiver may include:
• Engaging in songs and rhymes can
happen during daily routines. For
example, at the grocery store
while waiting in checkout, during
diapering, or taking a walk.
• Children naturally move when
they hear music. Movement helps
them learn both fine and gross
motor skills.
• Children build memory and
C1a Creative ArtsExperimentation and
Arts
15 minutes
PH 3a Physical Health and
Motor Development-Fine
Motor Development
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•
•
•
•
Make your own finger puppets
sequencing by learning to do
movements in a particular order.
Music builds communication and
literacy skills. Songs, action rhymes
and finger-plays promote
awareness of sounds and builds
vocabulary. Children also learn
concepts of fast and slow, loud
and soft, and high and low.
Songs, rhymes and finger-plays
build relationships and share joy
with others.
Don’t worry if you don’t have a
good voice. Your child won’t
notice.
Provide the parent/caregiver with
the Finger-Play Book and Song
Book parent handout.
Engage in conversation about what
makes songs, rhymes and finger-plays
fun. Inform the parent/caregiver that
another way to engage in this activity
is to have finger puppets that
represent characters in the song,
rhyme or finger play. Take out the
Finger-Play Book instructions and
materials you brought to the visit.
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•
•
•
•
Involve the child in the
activity. Let them color and
glue. Older children can begin
to snip paper with safety
scissors
Use the cutouts as a guide for
making a puppet with the
parent/caregiver
If the parent/caregiver or
child has other ideas, adapt
the project to reflect their
choices
Discuss other ideas for making
finger puppets
LENA Snapshot
Note from visit
5 minutes
Note from visit
0-2 Llama Llama Nighty Night
1-2 The Going to Bed Book
2-3 Chicka Chicka Boom Boom
Spanish:
Chica Chica Bum Bum
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Song Book
SONG BOOK
A Peanut Sat on a Railroad Track
A peanut sat
On a railroad track,
His heart was all a-flutter,
Baa, baa, black sheep,
Have you any wool?
Yes sir, yes sir,
Three bags full.
Round the bend
Came number ten.
Toot! Toot! Peanut butter!
SQUISH!
Tune: Polly, Wolly, Doodle (Unknown)
One for my master,
One for my dame,
And one for the little boy
Who lives down the lane.
Pop! Goes the Weasel
All around the mulberry bush
The monkey chased the weasel.
The monkey thought 'twas all in fun.
Pop! goes the weasel.
A penny for a spool of thread,
A penny for a needle.
That's the way the money goes.
Baa, baa, black sheep,
Have you any wool?
Yes sir, yes sir,
Three bags full.
One for my master,
One for my dame,
And one for the little boy
Who lives down the lane.
(1744) Roud Folk Song Index 4439
Up and down the City Road,
In and out of the Eagle,
That's the way the money goes.
Baby Bumblebee
I'm bringing home a baby bumblebee,
Won't my mommy be so proud of me,
(Cup hands together as if holding bee)
Half a pound of tuppenney rice,
Half a pound of treacle,
Mix it up and make it nice,
(1855) Roud Folk Song Index 5249.
I'm bringing home a baby bumblebee,
Ouch! It stung me!
(Shake hands as if just stung)
Baa, Baa, Black Sheep
I'm squishing up the baby bumblebee,
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Song Book
('Squish' bee between palms of hands)
I'm squishing up a baby bumblebee,
Ooh! It's yucky!
(Open up hands to look at 'mess')
I'm wiping off the baby bumblebee,
(Wipe hands off on shirt)
I'm wiping off the baby bumblebee,
All clean!
As adapted by Colonel Sanford C. Faulkner.
Down By the Station
Down by the station
Early in the morning
See the little pufferbellies
All in a row.
See the station master
Turn the little handle
Puff, puff, toot, toot
Off we go!
Down by the station
Early in the morning
See the little pufferbellies
All in a row.
See the station master
Turn the little handle
Puff, puff, toot, toot
Off we go!
Lee Ricks and Slim Gaillard
Five Little Ducks
Five little ducks
Went out one day
Over the hill and far away
Mother duck said,
“Quack, quack, quack, quack”
But only four little ducks came waddling back
Four little ducks
Went out one day
Mother duck said,
“Quack, quack, quack, quack”
But only three little ducks came waddling back
Three little ducks
Went out one day
Mother duck said,
“Quack, quack, quack”
But only two little ducks came waddling back
Two little ducks
Went out one day
Mother duck said,
“Quack, quack”
But only one little ducks came waddling back
One little duck
Went out one day
Mother duck said,
“Quack”
But none of the five little ducks came waddling back
121
Providence Talks!
Song Book
Sad mother duck
Went out one day
The sad mother duck said
Quack, quack, quack, quack, quack"
And all of the five little ducks came back
Five Little Monkeys
Five little monkeys jumping on the bed
One fell off and bumped his head
So Momma called the doctor and the doctor said
No more monkeys jumping on the bed!
Four little monkeys jumping on the bed
Three little monkeys jumping on the bed
Two little monkeys jumping on the bed
One little monkey jumping on the bed
He fell off and bumped their head
No little monkeys jumping on the bed
None fell off and bumped his head
Put those monkeys back in bed!
Hurry, Hurry, Drive the Fire Truck
Hurry, hurry, drive the fire truck
(Hands on steering wheel)
Ding, ding, ding, ding, ding!
(Ring bell)
Hurry, hurry, turn the corner
(Lean to the right)
(Lean to the left)
(Lean to the right and left)
(Ring bell)
Hurry, hurry, climb the ladder
(Pretend to climb ladder)
(Ring bell)
Hurry, hurry, squirt the water
(Pretend to spray hose)
(Ring bell)
122
Providence Talks!
Song Book
Slowly, slowly, back to the station
(Lean slowly to the left and right)
(Ring bell)
If you're happy and you know it,
Nod your head.
(Nod head)
If You’re Happy and You Know It
Clap your hands.
(Clap hands twice)
Then your face will surely show it
Nod your head.
(Nod head)
Clap your hands.
(Clap hands twice)
Clap your hands.
(Clap hands twice)
Tap your toes.
(Tap toes twice)
Tap your toes.
(Tap toes twice)
Tap your toes.
(Tap toes twice)
Nod your head.
(Nod head)
Clap your hands.
(Clap hands twice)
Clap your hands.
(Clap hands twice)
Clap your hands.
(Clap hands twice)
Clap your hands.
(Clap hands twice)
Latvian Folk Song as adapted by Alfred B. Smith
123
Providence Talks!
Song Book
Mr. Sun
Oh, Mr. Sun, Sun,
Mr. Golden Sun,
Please shine down on me.
Oh Mr. Sun, Sun,
Mr. Golden Sun,
Hiding behind a tree
These little children
Are asking you
To please come out
So we can play with you.
Oh Mr. Sun, Sun,
Mr. Golden Sun,
Please shine down on,
Please shine down on,
Please shine down on me.
Peanut Butter and Jelly
First you take the peanuts
And you crunch 'em, you crunch ‘em
Then you take the grapes
And you squish 'em, you squish ‘em
Then you take the bread
And you spread it, you spread it
Then you take your sandwich
And you eat it, you eat it
'Cause it’s good, peanut butter
And jelly!
Old MacDonald
Old MacDonald had a farm,
Ee i ee i oh!
And on that farm he had some chickens,
Ee i ee i oh!
With a cluck-cluck here,
And a cluck-cluck there.
Here a cluck, there a cluck,
Everywhere a cluck-cluck.
Old MacDonald had a farm
Ee i ee i oh!
Old MacDonald had a farm,
Ee i ee i oh!
And on that farm he had some dogs,
Ee i ee i oh!
With a woof-woof here,
And a woof-woof there.
Here a woof, there a woof,
Everywhere a woof-woof.
Old MacDonald had a farm
Ee i ee i oh!
(Add other animals as well)
(1949) Roud Folk Song Index 745
Six Little Ducks
Six little ducks
That I once knew
Fat ones, skinny ones,
Fair ones, too
But the one little duck
With the feather on his back
124
Providence Talks!
Song Book
He led the others
With a quack, quack, quack
Quack, quack, quack,
Quack, quack, quack
He led the others
Down to the river
They would go
Wibble, wobble, wibble, wobble,
To and fro
He led the others
Quack, quack, quack
He led the others
Back from the river
They would come
Wibble, wobble, wibble, wobble,
Ho, hum, hum
He led the others
Quack, quack, quack
He led the others
Skip to My Lou
Skip,skip, skip to my Lou,
Skip, skip, skip to my Lou,
Skip to my Lou, my darlin'.
Fly's in the buttermilk,
Shoo, fly, shoo,
Shoo, fly, shoo,
Shoo, fly, shoo,
Cows in the corn field,
What'll I do?
What'll I do?
What'll I do?
There's a little red wagon,
Paint it blue
Paint it blue
Paint it blue
Providence Talks!
125
Song Book
Skidamarink
Skidamarink a dink a dink,
Skidamarink a doo,
I love you.
Skidamarink a dink a dink,
Skidamarink a doo,
I love you.
I love you in the morning
And in the afternoon,
I love you in the evening
And underneath the moon;
Oh, Skidamarink a dink a dink,
Skidamarink a doo,
I love you!
(1910) From “The Echo”
Take Me Out to The Ball Game
Take me out
To the ball game
Take me out
With the crowd
Buy me some peanuts
And Crackerjacks
I don't care if
I never ever get back
Let me root, root, root
For the home team
If they don't win
It's a shame
For it's one, two,
Three strikes you're out
At the old ball game!
Jack Norwarth and Albert Von Tilzow
Apples and Bananas
I like to eat, eat, eat apples and bananas
I like to eat, eat, eat apples and bananas
Now change the vowel sound to A:
I like to ate, ate, ate ay-ples and ba-nay-nays
I like to ate, ate, ate ay-ples and ba-nay-nays
Now change the vowel sound to E:
I like to eat, eat, eat ee-ples and bee-nee-nees
I like to eat, eat, eat ee-ples and bee-nee-nees
Now change the vowel sound to I:
I like to ite, ite, ite i-ples and bi-ni-nis
I like to ite, ite, ite i-ples and bi-ni-nis
Now change the vowel sound to O:
like to ote, ote, ote oh-ples and bo-no-nos
I like to ote, ote, ote oh-ples and bo-no-nos
American Children’s Song
126
Providence Talks!
Song Book
Down by the bay
Down by the bay
where the watermelons grow.
Back to my home
I dare not go
for if I do
my mother will say:
"Did you ever see a bear
combing his hair
down by the bay?"
Down by the bay where the watermelons grow.
Back to my home
I dare not go
for if I do my mother will say:
"Did you ever see a bee
with a sunburned knee
down by the bay?"
Down by the bay
Back to my home
I dare not go
for if I do
my mother will say
"Did you ever see a moose
kissing a goose
down by the bay?"
Down by the bay
Back to my home
I dare not go
for if I do
my mother will say
"Did you ever see a whale
with a polka dot tail
down by the bay?"
Traditional Children’s Song
Twinkle, Twinkle Little Star
Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle, little star,
How I wonder what you are!
English Lullaby (Jane Taylor)
The More We Get Together
Oh, the more we get together,
Together, together,
The happier we'll be.
For your friends are my friends,
And my friends are your friends.
The happier we'll be!
English Folk Song
The Wheels on the Bus
The wheels on the bus go round and round, round and round.
The wheels on the bus go round and round
All through the town.
(Roll hands over each other)
The wipers on the bus go "Swish, swish, swish,
Swish, swish, swish, swish, swish, swish"
Providence Talks!
127
Song Book
The wipers on the bus go "Swish, swish, swish"
(Put arms together in front of you and 'swish' like windshield wipers)
The door on the bus goes open and shut
Open and shut, open and shut
The door on the bus goes open and shut
(Cover eyes with hands on 'shut' and uncover them on 'open')
The horn on the bus goes "Beep, beep, beep
Beep, beep, beep, beep, beep, beep"
The horn on the bus goes "Beep, beep, beep"
(Pretend to honk horn)
The money on the bus goes "Clink, clink, clink,
Clink, clink, clink, clink, clink, clink"
The money on the bus goes "Clink, clink, clink"
(Pretend to put money in cash box on bus)
The baby on the bus says, "Wah, wah, wah!
Wah, wah, wah, wah, wah, wah!"
The baby on the bus says, "Wah, wah, wah!"
(Fisted hands in front of eyes and rub them like baby crying)
The people on the bus say, "Shh, shh, shh,
Shh, shh, shh, shh, shh, shh"
The people on the bus say, "Shh, shh, shh"
(Put pointer finger to mouth to 'shhh')
The mommy on the bus says, "I love you,
I love you, I love you"
The daddy on the bus says, "I love you, too" All through the town.
(Point to self on 'I', right hand over heart on 'love', and point to other on 'you'
American Folk Song
The Ants Go Marching
The ants go marching one by one, hurrah, hurrah!
The ants go marching one by one, hurrah, hurrah!
The ants go marching one by one,
the little one stops to suck his thumb
and they all go marching down into the ground, got to get out of the rain.
BOOM! BOOM! BOOM!
The ants go marching two by two, hurrah, hurrah!
The ants go marching two by two, hurrah, hurrah!
The ants go marching two by two,
the little one stops to tie his shoe
BOOM! BOOM! BOOM!
The ants go marching three by three, hurrah, hurrah!
The ants go marching three by three, hurrah, hurrah!
The ants go marching three by three,
the little one stops to climb a tree
BOOM! BOOM! BOOM!
The ants go marching four by four, hurrah, hurrah!
The ants go marching four by four, hurrah, hurrah!
The ants go marching four by four,
the little one stops to shut the door
BOOM! BOOM! BOOM!
The ants go marching five by five, hurrah, hurrah!
The ants go marching five by five, hurrah, hurrah!
Providence Talks!
128
Song Book
The ants go marching five by five,
the little one stops to take a dive
BOOM! BOOM! BOOM!
The ants go marching six by six, hurrah, hurrah!
The ants go marching six by six, hurrah, hurrah!
The ants go marching six by six,
the little one stops to pick up sticks
BOOM! BOOM! BOOM!
The ants go marching seven by seven, hurrah, hurrah!
The ants go marching seven by seven, hurrah, hurrah!
The ants go marching seven by seven,
the little one stops to look up to heaven
BOOM! BOOM! BOOM!
The ants go marching eight by eight, hurrah, hurrah!
The ants go marching eight by eight, hurrah, hurrah!
The ants go marching eight by eight,
the little one stops to shut the gate
BOOM! BOOM! BOOM!
The ants go marching nine by nine, hurrah, hurrah!
The ants go marching nine by nine, hurrah, hurrah!
The ants go marching nine by nine,
the little one stops to scratch his spine
BOOM! BOOM! BOOM!
The ants go marching ten by ten, hurrah, hurrah!
The ants go marching ten by ten,
the little one stops to say "THE END"
BOOM! BOOM! BOOM!
Adapted from the Patrick Gilmore version of When Johnny Comes Marching Home
Teasing Mr. Crocodile
Five little monkeys
Sitting in a tree
Teasing Mr. Crocodile,
"You can't catch me."
Along came Mr. Crocodile,
Quiet as can be
SNAP!
Four little monkeys
Sitting in a tree
Quiet as can be
SNAP!
Three little monkeys
Sitting in a tree
Quiet as can be
SNAP!
The ants go marching ten by ten, hurrah, hurrah!
129
Providence Talks!
Song Book
Two little monkeys
Sitting in a tree
Quiet as can be
SNAP!
One little monkey
Sitting in a tree
Quiet as can be
SNAP!
No more little monkeys
Sitting in a tree.
I Say Thank You!
(Sung to “If You are Happy and You Know it”)
When my friends give me something,
I say thank you!
When my friends give me something
I say thank you!
I can see it makes them happy
When I say it so politely
Yes, good manners mean to always say:
Thank You!
Please and Thank You!
(Sung to Frere Jacques”)
Please and thank you.
Please and thank you.
Sounds so nice.
Sounds so nice.
Manners are important.
Manners are important.
Be polite!
Be polite!
We Say Thank You
(Sung to “Twinkle Twinkle”)
We say thank you.
We say please.
We don’t interrupt, we don’t tease.
We don’t argue, we don’t fuss.
We listen when teachers talk to us.
We share our toys, we take our turn,
Good manners are easy for us to learn!
I’m a Little Snowman
(Sung to “Twinkle Twinkle”)
I’m a little snowman,
Short and fat (hold arms in front of belly).
Here is my scarf, (pretend to wrap scarf around head)
and here is my hat (put hat on head).
Lumps of coal for my eyes (point to eyes)
And a carrot nose (point to nose)
And I’m all ready for
When the cold wind blows! (wrap arms around self and shiver)
Five Little Hot Dogs
Five little hot dogs frying in a pan
The grease got so hot that one went bam (Clap)
4, 3, 2, 1
No little hot dogs frying in a pan
The grease got so hot that the pan went bam (Clap)
130
Providence Talks!
Song Book
Rainbow Song
(Sung to “Twinkle, Twinkle”)
Red and orange, green and blue,
Shiny yellow, purple too!
All the colors that you know
live inside a rainbow!
Green Speckled Frogs
Five green and speckled frogs sat on a speckled log
eating some most delicious bugs. (Yum, yum).
One jumped into the pool where it was nice and cool,
Then there were four green speckled frogs sitting on a speckled log,
Eating some delicious bugs. (Yum, yum).
(Count down from here.)
Itsy Bitsy Spider
The itsy bitsy spider went up the water spout
down came the rain and washed the spider out.
Out came the sun and dried up all the rain
And the itsy bitsy spider went up the spout again.
Roud Folk Song Index 11586
24.SONG BOOK AR 13-ST
I’m a Little Pumpkin
(Sung to “I’m a Little Teapot”)
orange and round (hold arms in front of belly).
Here is my stem, (puts hands together on top of head pointing up)
and here is the ground (point to floor).
When I get all cut up, (karate chop hands)
Don’t you shout! (wag index finger back and forth)
Just open me up, (pretend to take lid off)
and scoop me out! (pretend to scoop out inside of pumpkin)
I’m a little pumpkin
131
Providence Talks!
Finger – Play Book
FINGER-PLAY BOOK
132
How to Make Musical Instruments
How to Make Musical Instruments
Bean Shakers
What You Will Need:
Soda Bottle (any size)
Dried peas, beans or
lentils
Glue or Duct tape
Directions:
o Clean out the bottle and allow it to dry.
o Fill the bottle about 1/4 full with the peas, beans or lentils.
o Place superglue around the threads of the bottle opening and quickly tighten the lid and allow the glue to dry before playing with
the shaker. You can also tape the top with duct tape.
Drum
What You Need:
Oatmeal or Pringles
container
Rubber bands or duct tape
Fabric (faux or real
leather, vinyl -experiment with different
types for different sounds)
Directions:
o Remove the container lid and discard.
o Cut the fabric large enough to fit over the container and overlap the edges by 1 1/2 inches.
o Cover the container and secure the fabric tightly by using many rubber bands or the duct tape.
Tambourine
What You Need:
2 paper plates
Stapler or glue
Hole punch
String
Jingle bells or Beans
Crayons
Directions:
o Staple or glue two paper plates together, facing each other
o Using a hole-punch, make holes around the plates and tie jingle bells to the holes with string.
o Decorate the tambourine with crayons.
133
Cómo Hacer Instrumentos Musicales
Cómo Hacer Instrumentos Musicales
Maracas
Se necesitará:
Botella de Soda (cualquier
tamaño)
Guisantes secos, frijoles o
lentejas
Pegamento o cinta
adhesiva (Duct tape)
Instrucciones:
o Lave la botella y deje que se seque.
o Llene la botella con 1/4 de su capacidad con los guisantes, frijoles o lentejas.
o Coloque pegamento alrededor del pico de la botella y rápidamente coloque la tapa y deje que el pegamento se seque antes de
jugar con la maraca. También puede pegar la parte superior con cinta adhesiva.
Tambor
Se necesitará:
Recipiente de cartón de
avena o Pringles
Bandas elásticas
Tela (cuero de fantasía o
real o vinilo. Pruebe
diferentes tipos y sonidos)
Instrucciones:
o Retire la tapa del recipiente y desechar.
o Corte la tela lo suficientemente grande como para cubrir la parte superior del recipiente superponiendo los bordes por 1½
pulgadas.
o Cubra el recipiente y asegure la tela firmemente utilizando muchas bandas de goma o cinta adhesiva (duct tape).
Tamborín
Se necesitará:
2 platos de papel
Engrapadora o pegamento
Perforadora
Hilo grueso
Cascabeles o frijoles
Crayones
Instrucciones:
o Engrape o pegue dos platos de papel enfrentando el uno al otro
o Use una perforadora para hacer agujeros alrededor del plato y ate cascabeles a los agujeros con el hilo
o Decore el tamborín con los crayones.
134
CURRICULUM MAP
Topic
RIELDS
SE1a Social Emotional Relationships with
Others
2. Discuss how to ask open-ended
questions throughout the day –
explain the difference between
open ended and closed ended
questions – show video on
questions
3. Engage in story time with child
and family
4. Explain how to use questions
throughout your daily routines
5. Note from visit
SE2a Social Emotional- Sense of Self
LD1a Language Development-Receptive
Language
LD3a Language Development- Pragmatics
CD1 Cognitive Development-Logic and
Reasoning
L 4.a Literacy-Comprehension and
Interest
L3a Literacy- Print Knowledge
Activities
Materials/Resources
4. N/A
5. Answer questions about the video
2a. How to Use Open-Ended Questions –
parent handout
6. Model how to read a book and ask
2b. Video: “Laundry”
questions throughout the book
7. Demonstrate how to ask
questions through routines and
show parents how to make
choices with everyday items
8. N/A
3. Book to model asking questions
4. N/A
5. Note from visit– blank– leave a copy
with the family
0-1 Goodnight Gorilla
1-2 Where is Baby’s Belly Button
2-3 Giraffes Can’t Dance
Spanish:
Buenas Noches Gorila
135
LESSON PLAN
• Review and Analyze LENA Recording Report form
• Learn about open-ended and closed-ended questions
• Practice the use of open ended questions during play, routines and story time
Topic
Review LENA Recording Report
from last visit
Discuss how to ask open-ended
Familiarize yourself with the
LENA Recording Report and
identify areas that will serve
as a conversation starter with
the family.
RIELDS
SE1a Social Emotional
Provide the parent/caregiver
with the LENA Recording
Report. “Here is this week’s
LENA Recording Report for
review.” To engage the
parent/caregiver in the
process of the review, it is
best to ask open-ended
questions. For example, “Is
there anything that stands out
to you at first glance?” “Are
there differences you see
from the last report?” “If so
how does the information
help you?” “What areas do
you feel most confident
about?”
LD1a Language DevelopmentReceptive Language
Provide the parent/caregiver
Timing
Prior to visit
Notes
SE2a Social Emotional- Sense of
Self
10 minutes
LD3a Language DevelopmentPragmatics
CD1 Cognitive DevelopmentLogic and Reasoning
SE1a Social Emotional
20 minutes
136
questions throughout the day –
explain the difference between
open-ended and closed-ended
questions – show video on
questions
with the How to Use OpenEnded Questions with
Children handout. Discuss
how closed-ended questions
require a one word answer.
Brainstorm examples of
closed-ended questions with
the parent/ caregiver. For
example: “Did you eat your
cheerios?” “Was that a good
story?” Both of the questions
elicit the answer “yes.” Ask
the parent/caregiver if there
are other ways to ask the
question so their child can use
or hear more language. They
may say, for example, “What
did you do with all your
cheerios?” “You ate them!”
“Where did they all go?”
“That’s right! In your tummy!”
Discuss how the use of openended questions allows the
child to share their thoughts
and ideas as well as build
their language and cognitive
skills. Open-ended questions
can be used during play,
routines, stories, and art
activities.
137
If the child is an infant, the
parent can still use and then
answer their open ended
questions during daily
routines, songs, and story
time. Respond to the baby’s
movements and vocalizations
because that is their answer.
While engaged in play, model
the use of open-ended
questions with the child
(remember to follow the
child’s lead).
If the family is engaged in a
daily routine, use that
opportunity to practice openended questions.
Provide positive feedback to
the parent/caregiver on the
observations you make.
Use modeling, coaching,
observation and participation
in discussion based on
parent/caregiver level of
comfort.
Engage in story time with child
and family
Show the Laundry video.
Engage the parent/caregiver
in discussion about the video.
138
Did they notice the use of
open-ended questions? Were
there times in the video
where the parent used closed
ended questions? What could
the parent in the video have
done instead?
Using the below concepts
from Lesson 4, engage the
family in story time. If the
child is old enough, offer 2 to
3 books to choose from.
Let the parent/caregiver lead
the process but do engage in
the story with the
parent/caregiver and child.
Let the child turn pages and
encourage the child’s
participation.
Model the use of different
voices or expressions for
different characters in the
book.
Use open-ended questions
during the story: “What will
the bear do next?”
Provide positive feedback to
139
the parent/caregiver on an
observation you made.
Use modeling, coaching,
observation and participation
in discussion based on the
parent’s/caregiver’s level of
comfort.
Note from visit
Note from visit
0-2 Goodnight Gorilla
1-2 Where is Baby’s Belly Button
2-3 Giraffes Can’t Dance
Spanish:
Buenas Noches Gorila
140
How to Use Open – Ended Questions with Children
Asking open-ended questions when reading or playing with your child is one of the most powerful
tools for learning. Using open ended questions expands your child’s curiosity, creativity, reasoning
ability, and independence.
What is an open-ended question? Glad you asked!
There are two kinds of questions:
• Open-ended questions
• Closed-ended questions
Open-ended questions cannot be answered with one word answers such as “yes” or “no”. They are
questions with no single right or wrong answer. Open ended questions offer children the opportunity
to freely express feelings, motives and ideas. Open ended questions allow you and your child to build
knowledge together.
Example:
• Why do you think the bear is feeling grumpy?
• How did the frog end up on top of the man’s head?
• Tell me about your picture.
• What do you think would happen if...?
Open-ended questions often begin with:
• What
• How
• Who
• Why
Closed-ended questions can be answered with one or two word answers such as “yes” or “no”. A
closed-ended questions like, "What color is that block?" evokes a one-word answer. But an openended question such as, "Tell me about the blocks you are using," encourages a child to describe the
blocks or explain what he or she is doing. There is no right or wrong answer.
Example:
• Do you like ice-cream? Answer: Yes/No
• Do you want an apple? Answer: Yes/No
Closed-ended questions often begin with:
• Did you …?
• When …?
• Do you want to …?
• Will you …?
• Have you …?
Closed-ended questions don’t allow for extra information, opinions, thoughts, or expansion of ideas
and concepts. Closed-ended questions do not require that the child actively engage in the
conversation and denies a child the opportunity to give an opinion, explain thoughts, or offer ideas.
141
Why Are Open-Ended Questions Better Than Closed-Ended Questions?
Open-ended questions encourage children to:
• Expand their vocabulary. Instead of asking ‘yes’ or ‘no’ questions, give your child the opportunity to provide responses that draw on a wider range of
vocabulary. Hint: encourage children to communicate more interactively by following up with “how,” “what,” “where, “why” or “when” questions
• Think about their answers before providing details that reasonably answers the question
• Elaborate with details, express thoughts or offer an opinion
• Be creative
• Think of new ideas
• Use imagination
• Give more information
• Problem-solve and use cognitive (intellectual) skills. Children must search for vocabulary and form sentences which convey thoughts, opinions, and ideas,
rather than simply answering “yes” or “no”.
• Build relationships. Children become more invested in the conversation when they have to actively engage in it with full sentences. They are able to relate
something of meaning and respond to the person/people with whom they are communicating. In this way, open-ended questions are used to positively build
and deepen relationships.
Open-Ended Questions & Children’s Self-Esteem
When children are asked open-ended questions, it shows them that their opinions, ideas, thoughts, and feelings matter. After all, if you didn’t want to know, you
wouldn’t ask.
When you ask open-ended questions, it tells a child that their contribution matters; it’s a sign of respect. You want to know what they think. You value their opinion.
You are genuinely interested in their ideas. Attentive listening and responding strengthens your child’s positive self-esteem and self-image, as well as strengthening
the relationship between you and your child.
Using Open-Ended Questions Together With Books
• Starting with the cover, ask “What do you think this story will be about?” Clues can be drawn from the illustration on the cover along with the title. This
question involves the intellectual skill of prediction
• As you read through the book, ask questions
Sometimes it may be more productive to use open-ended questions on the second reading of the book – especially if it’s a book that has captured your child’s
imagination. A child can sometimes become frustrated with the stopping and starting as all she/he wants to do is find out what happens next. How will the problem be
solved? What will happen to the character? Will he make it out of this looming disaster okay?
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Once the first reading of the picture book has been completed, the urgency has passed as the questions have been resolved. However, this is where the opportunity
arises to revisit and relook at the story, expanding on ideas, thoughts, opinions and reasoning.
Great questions to ask on the second reading may include:
Why do you think ….?
What is happening ….?
Why is the …?
• Ask questions which help your child relate the story to their own life and experiences. For example:
What would happen if ______ came to your house?
What would happen if the fly landed on your birthday cake?
Using Open-Ended Questions with Closed-Ended Questions
Sometimes, it’s helpful to combine open end questions and closed questions together. For example, if you’re reading a book about a boy at the zoo, you could ask:
• Closed-ended question: Have you ever been to the zoo?
• Open-ended question: “What happened when you went there?” Or “What did you like the most about going to the zoo?”
• Closed-ended question: “Which animal did you like the most?”
• Open-ended question: “Why did you like the … (giraffes)… the most?” “What did they do when you were watching them?”
In these examples, the closed-ended questions are used to establish facts upon which the open-ended questions can be used to expand the conversation with more
information, details, thoughts, and opinions. In certain situations, closed-ended questions may be appropriate. The adult needs to gauge when to use each type of
question in order to guide the conversations with a mix of open-ended and closed-ended questions.
Syddall, S. (n.d) How to use open-ended questions with children. Retrieved from http://storiesandchildren.com/open-ended-questions/
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Cómo Hacer Preguntas de Repuesta Abierto con Niños
Cómo Hacer Preguntas de Respuesta Abierta con Niños
Hacer preguntas de final abierto cuando uno le lee a un niño es una de las herramientas más
poderosas para enseñar. El uso de las preguntas de final abierto aumenta la curiosidad de su hijo, la
creatividad, la habilidad de razonar y la independencia. ¿Qué es una pregunta de final abierto? ¡Qué
bueno que lo pregunta!
Existen dos tipos de preguntas:
• Preguntas de final abierto
• Preguntas de final cerrado
Las preguntas abiertas no se pueden contestar con respuestas de una palabra, como "sí" o "no". Son
preguntas que no tienen una sola respuesta correcta o incorrecta. Las preguntas abiertas ofrecen a
los niños la oportunidad de expresar libremente los sentimientos, las motivaciones y las ideas. Las
preguntas abiertas le permiten a usted y a su hijo construir el conocimiento juntos.
Ejemplo:
• ¿Por qué crees que el oso está enojado?
• ¿Cómo llegó el oso hasta la cabeza del hombre?
• Cuéntame qué hay en tu dibujo
• ¿Qué piensas que pasaría si…?
Las preguntas de final abierto a menudo comienzan con:
• Qué
• Cómo
• Cuándo
• Quién
• Por qué
Las preguntas de final cerrado se pueden contestar con una o dos respuestas de una palabra, como
"sí" o "no". Las preguntas cerradas como: "¿De qué color es ese bloque?" evocan una respuesta de
una sola palabra. Sin embargo, una pregunta abierta como: "Hábleme de los bloques utilizados por
usted," anima al niño a describir los bloques o explicar lo que él está haciendo. No existe una
respuesta correcta o incorrecta.
Ejemplo:
• ¿Te gusta el helado? Respuesta: Sí/No.
• ¿Quieres una manzana? Respuesta: Sí/No.
Las preguntas de final cerrado a menudo comienzan con:
• ¿Qué tú…?
• ¿Cuándo…?
• ¿Quieres …?
• ¿Qué piensas tú…?
Las preguntas de final cerrado-no permiten agregar información adicional, opiniones, pensamientos,
o la expansión de las ideas y conceptos. Las preguntas cerradas no requieren que el niño participe
activamente en la conversación y le niegan al niño la oportunidad de dar su opinión, explicar sus
pensamientos, u ofrecer ideas.
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¿Por qué son mejores las preguntas de final abierto que las de final cerrado?
Las preguntas abiertas motivan a los niños a:
• Ampliar su vocabulario. En lugar de hacer preguntas del tipo "si" o "no", dele a su hijo la oportunidad de dar respuestas que se basan en una amplia gama de
vocabulario. Sugerencia: anime a los niños a comunicarse de manera más interactiva haciendo un seguimiento a la pregunta con "cómo", " qué", " dónde",
"por qué" o "cuándo".
• Piense en sus respuestas antes de dar detalles, que razonablemente respondan a la pregunta.
• Elabore con los detalles, exprese pensamientos o brinde una opinión.
• Sea creativo.
• Piense en nuevas ideas.
• Use la imaginación.
• Dé más información.
• Resuelva problemas y utilice las habilidades cognitivas (intelectuales). Los niños tienen que buscar el vocabulario y formar frases que transmitan
pensamientos, opiniones, ideas, etc. en lugar de simplemente responder "sí" o "no".
• Construya relaciones. Los niños cada vez más se sienten partícipes de una conversación cuando tienen que participar activamente en ella con frases
completas. Son capaces de relacionar algo con sentido y de responder a la persona/personas con las que se comunican. De esta manera, las preguntas abiertas
se utilizan para construir positivamente y profundizar las relaciones.
Preguntas Abiertas y la Autoestima de los Niños
Cuando a los niños se les hace preguntas abiertas, se les muestra que sus opiniones, ideas, pensamientos, sentimientos, etc. Importan. Después de todo, si usted no
hubiera querido saber, no hubiera preguntado.
Cuando se hacen preguntas abiertas, se le dice a un niño que le importa su contribución... es una señal de respeto. Usted quiere saber lo que piensa. Usted valora su
opinión. Usted está realmente interesado en sus ideas. La escucha atenta y la respuesta refuerzan la autoestima y la autoimagen de de su hijo de manera positiva, así
como el fortalecimiento de la relación entre usted y su hijo.
Cómo Usar Preguntas de Final Abierto Juntos con los Libros
• Comience con la portada.
• Pregunte, “¿De qué piensas que se trata esta historia?” Se pueden recoger claves desde la ilustración de la portada y del título. Esta pregunta requiere la
habilidad intelectual de la predicción.
• Mientras lee el libro, haga preguntas.
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•
A veces puede ser más productivo hacerr preguntas abiertas la segunda vez que lea el libro - sobre todo si se trata de un libro que realmente ha capturado la
imaginación de su hijo. El niño a veces se puede frustrar si se interrumpe el relato ya que todo lo que él quiere hacer es averiguar qué sucede después. ¿Cómo
se resolverá el problema? ¿Qué pasará con el personaje? ¿Lo hará salir de este desastre que se avecina para que todo salga bien?
Una vez que la primera lectura del libro de imágenes se ha completado, la urgencia ha pasado ya que las preguntas han sido resueltas. Sin embargo, aquí es
donde surge la oportunidad de revisar y volver a analizar la historia, la expansión de las ideas, pensamientos, opiniones y razonamiento.
Algunas de las preguntas que se pueden hacer sobre la segunda lectura pueden incluir:
¿Por qué crees que....?
¿Qué está pasando?
¿Por qué ocurrió tal cosa?
• Haga preguntas que ayuden al niño a relacionar la historia con su propia vida y sus experiencias. Por ejemplo,
¿Qué pasaría si _____ viniera a casa?
¿Qué pasaría si _____ volara y se posara sobre tu pastel de cumpleaños?
Cómo Usar las Preguntas de Final Abierto y Final Cerrado
A veces, es útil combinar preguntas finales abiertas y preguntas cerradas juntos. Por ejemplo, si usted está leyendo un libro sobre un niño en el zoológico, que se
puede pedir:
• Pregunta de final cerrado: ¿Alguna vez has estado en el zoológico?
• Pregunta abierta: "¿Qué pasó cuando fuiste allí?" O "¿Qué es lo que más te gusta de tu visita al zoológico?"
• Pregunta cerrada: "¿Qué animal te gusta más?"
• Pregunta abierta: "¿Por qué te gustan las ... (jirafas) ... más que cualquier otro animal"? "¿Qué hacían cuando las mirabas?"
En estos ejemplos, las preguntas cerradas se utilizan para establecer los hechos sobre los que las preguntas abiertas se pueden usar para ampliar la conversación con
más información, detalles, pensamientos, opiniones, etc.
En ciertas situaciones, preguntas de final cerrado pueden ser apropiadas. El adulto tiene que medir cuándo utilizar cada tipo de pregunta a fin de orientar las
conversaciones con una mezcla de preguntas de final abierto o cerrado.
Syddall, S. (n.d) How to use open-ended questions with children. Retrieved from http://storiesandchildren.com/open-ended-questions/
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Week 8: Daily Play
CURRICULUM MAP
Topic
Report
2. Talk about a variety of play
opportunities:
a. Spend uninterrupted play
time with your child
b. Give your child opportunity
for independent play
c. Give your child opportunities
to interact with other familiar
children and adults -watch
video on play
3. Play
a. Age appropriate toys
b. Discuss toy safety
4. LENA Snapshot
5. Note from Visit
RIELDS
PH1.a Physical Health- Health and Safety
Practices (structured and unstructured
physical activity)
PH2.a Physical Health- Gross Motor
Development
SE1.a Social Emotional- Relationships
with Others (Adults)
SE1.bSocial Emotional- Relationships
with Others (Other Children)
SE2.a Social Emotional-Sense of Self
(awareness)
SE2.b Social Emotional- Sense of Self
(confidence)
LD1.a Language Development-Receptive
Language
CD1.a Cognitive Development-Logic and
Reasoning
1. N/A
Activities
2. Answer questions from the video
3a. Work with parents on age
appropriate turn taking games and
activities – peek a-boo, red light,
green light, patty cake, pretend to
be animals
3b. N/A
3c. Make a book about favorite
activities
Show parents examples of different
kinds of toys such as cause and
effect toys, blocks, coloring, in and
out play
4. LENA Snapshot
5. N/A
Materials/Resources
1. LENA recording report
2a. The Importance of Play –parent
handout
2b. Benefits of Play –parent handout
2c. Video –“Great Outdoors”
3a. Play Materials for Young Children &
Household Objects that Encourage
Creativity –parent handout
3b. Toy Safety Tips-parent handout
4. LENA Snapshot
5. Note from visit– blank – leave a copy
with the family
0-1 Bright Animals
1-2 The Foot Book
2-3 If You Give A Mouse A Cookie
Spanish:
Bebe Listo Animales
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Week 8: Daily Play
LESSON PLAN
• Review and analyze the LENA Recording Report form
• Discuss the importance of play for their developing child
• Learn about toy safety and age appropriate toy selection
Topic
Talk about a variety of play
opportunities:
a. Uninterrupted play with
your child
b. Independent play
Familiarize yourself with the LENA Recording Report and
identify areas that will serve as a conversation starter
with the family.
Provide the parent/caregiver with the LENA Recording
Report. “Here is this week’s LENA Recording Report for
review.” To engage the parent/caregiver in the process of
the review, it is best to ask open-ended questions. For
example, “Is there anything that stands out to you at first
glance?” “Are there differences you see from the last
report?” “If so how does the information help you?”
“What areas do you feel most confident about?”
a. Provide the parent with the handouts The Importance of
Play and Benefits of Play. Engage the parent/caregiver in
conversation about play. Use open-ended questions to
begin the conversation about play with their child. For
example, “What are your favorite things to play with your
child?” “Is your child able to play for short periods on
his/her own? If so, what does he/she play?”” In what
ways does your child show you he/she enjoys play?”
b. Points revealed/discovered from discussion with
parent/caregiver include:
RIELDS
PH1.a Physical
Health- Health and
Safety Practices
(structured and
unstructured
physical activity)
Timing
Prior to visit
Notes
10 minutes
PH2.a Physical
Health- Gross Motor
Development
SE1.a Social
Others (Adults)
15 minutes
SE1.b Social
Others (Other
Children)
SE2.a Social
Emotional-Sense of
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Week 8: Daily Play
•
•
•
•
•
•
•
•
c. Opportunities to interact
with familiar children and
adults. Watch video on play
Play
a. Play Materials for
young children
Play encourages physical skills by letting children use
their bodies to explore.
Play encourages children to learn about their world by
exploring with different toys and objects.
Play allows children to express emotions and develop
communication skills.
Play builds relationships and nurtures self-esteem and
confidence.
Children learn best when they experiment and
discover themselves rather than being shown by
adults.
Toys can be used in many different ways. Nesting
blocks can be used for filling, dumping, stacking, and
sorting. In addition, they can be used to make
buildings or to pretend they are garages for cars or
homes for animals.
Play that engage a child’s senses: touch, smell, sight
and sound include a variety of textures, singing and
dancing, sand and water play, finger painting.
Toys that support healthy play are toys that allow
children to use their imagination. For example, A
simple car or doll can do whatever the child imagines,
while a battery operated doll or care that does things
at a press of a button limits what a child might pretend
Self (awareness)
SE2.b Social
Emotional- Sense of
Self (confidence)
LD1.a Language
DevelopmentReceptive Language
CD1.a Cognitive
Development-Logic
and Reasoning
c. Show Play video. Engage the parent/caregiver in
discussion about the video and how they use outdoor
experiences when playing with their child.
Engage in play with the child and parent/caregiver.
Use the Play Materials for Young Children as a guide
when discussing age appropriate toys.
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Week 8: Daily Play
Incorporate concepts from previous weekswords and
turns, describing what the child is doing, following the
child’s lead etc.
Use modeling, coaching, observation and participation in
discussion based on the parent/caregiver’s level of
comfort.
b. Discuss toy safety
Note from visit
15 minutes
Provide the Toy Safety Tips parent handout and discuss
points identified on handout.
Write the note from the visit
5 minutes
Note from visit
0-2 Bright Animals
1-2 The Foot Book
2-3 If You Give A Mouse A Cookie
Spanish:
Bebe Listo Animales
150
Importance of Play to the Development of Your Child
Child development play is a very important part of your child growing up. Play helps him/her...
• Have a sense of well-being and good self-esteem
• Deal with tragedies and setbacks
• Have a sense of control
• Make good relationships with you and his/her peers
• Understand and care about others
• Be creative and imaginative, think and have ideas, develop concentration
• Be physically coordinated
Your child wants you to be involved in his/her play. There must be a concerted effort on your part to set aside time to play with him/her. You need to learn how to
play with him/her though some play may be silly. These are the reasons for the importance of your child’s play. Play is a very important part of your child’s life. When
playing, his/her brain is at work. His/her brain is progressively influenced by the environment and what he/she’s being exposed to, which will have a long term impact
on him/her.
When you play regularly with your child you impart your family values and influence his/her behavior and attitude at home and at school. As soon as he/she enters
this world he's primed to learn. You will see this very distinctively when observing his/her imitation and learning process in his/her early years. His/her mind is like
empty memory cache; whatever you feed his/her mind with will be stored in his/her memory. It is important you provide the stimulation he/she needs. Toys you
provide serve as an attraction and stimulant for him/her to develop through his/her play during his/her early stages of development. Play with him/her in an
entertaining way that is more fun, to help him/her learn. Playing with him/her should be fun for you both. A simple play can be swinging him/her from right to left like
a swing or stacking blocks of wooden bricks together.
Playing with him/her contributes to his/her physical, emotional and intellectual development. Through play he/she learns to communicate with you and others and
count and solve problems. He/she also learns to respect you and to get along with others like his/her peers, siblings, and teachers. This is especially important for
his/her social development.
Play provides an invaluable window to his/her personality. By observing how he/she plays, you can learn how he/she reacts to obstacles, victory and failures. The
manner of playing with him/her will provide you with insights of his/her emotions, aptitudes and preferred learning styles. Responding to instructions through visual
images, hands-on and boldness to try something unknown can be checked. Use words of encouragement and praises to motivate him/her during play and always use
positive words. Playing with his/her also serves as a bonding process. The eagerness to be involved with you in his/her play is very obvious when he/she is younger.
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Importance of Play to the Development of Your Child
You need to spend time to focus on playing with him/her instead of trying to multi-task on mundane chores. He/she will detect your willingness and enthusiasm easily;
so do not create negativity or no response to his/her request. Bonding through play needs consistent efforts. The results of such are a special closeness between you
and him/her as he/she grows.
Thus, play is a very essential and important part of your child's life. Playing helps him/her to develop physically, emotionally, mentally and also creates bonding
between the two of you. It is through child development play that his aptitude and personality can be fully explored. Through play, his/her social skills are also
developed to help him/her be aware of other people around him/her and learn how to respect and interact with them.
Child-Development-Guide (2014). Why play is important to your developing child. Retrieved from http://www.child-development-guide.com/child-developmentplay.html
152
La Importancia del Juego en el Desarollo de Su Niño
El desarrollo del juego en el niño es una parte muy importante de su crecimiento. El juego le ayuda a...
• Tener un sentido de bienestar y una buena autoestima.
• Hacer frente a las tragedias y fracasos.
• Tener un sentido de control.
• Tener una buena relación con usted y sus compañeros.
• Comprender y preocuparse por los demás.
• Ser creativo e imaginativo, pensar y tener ideas, desarrollar la concentración.
• Ser coordinado físicamente.
Su hijo quiere que usted se involucre en su juego. Tiene que hacer el esfuerzo de reservar un tiempo para jugar con el niño. Usted necesita aprender cómo jugar con
él, aunque algunos juegos puedan resultar aburridos. Por estas razones es importante jugar con su hijo. El juego es una parte muy importante de la vida de su hijo. Al
jugar, su cerebro trabaja. Su cerebro tiene la influencia del medio ambiente y a lo que está expuesto, lo que tendrá un impacto a largo plazo sobre él.
Cuando usted juega regularmente con él usted imparte sus valores familiares y la influencia que su comportamiento y actitud en el hogar y en la escuela. Tan pronto
como él entre en este mundo está preparado para aprender. Usted verá esto muy claramente al observar su proceso de imitación y el aprendizaje en sus primeros
años. Su mente es como un disco con memoria vacía; lo que alimenta a su mente es lo que se almacenará en su memoria. Es importante que usted proporcione el
estímulo que necesita. Los juguetes que usted le brinde sirven como un atractivo y estimulante para que se desarrolle a través del juego durante sus primeras etapas
de desarrollo. Juegue con él de una manera entretenida que sea divertida, para ayudarle a aprender. El juego debe ser divertido para usted y para el niño. Un juego
simple puede ser mover al niño de derecha a izquierda como un columpio o apilar bloques de ladrillos de madera juntos.
El juego contribuye a su desarrollo físico, emocional e intelectual. A través del juego aprenden a comunicarse con usted y los demás y a resolver problemas. También
aprende a respetarlo y a llevarse bien con sus compañeros, hermanos y maestros. Esto es especialmente importante para su desarrollo social.
El juego ofrece una ventana a su personalidad. Al observar cómo juega, puede aprender como el niño reacciona a los obstáculos, la victoria o el fracaso. Su manera de
jugar le ofrecerá una clave para develar sus emociones, aptitudes y la preferencia en el estilo de aprendizaje. Se puede analizar cómo responde a las instrucciones a
través de imágenes visuales, con manos y la audacia de intentar algo desconocido. Utilice palabras de aliento y elogio para motivarlo durante el juego y use siempre
palabras positivas. Juga también sirve para mantenerse unidos. El afán de participar con usted en su juego es muy obvio cuando el niño es pequeño.
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La Importancia del Juego en el Desarollo de Su Niño
Usted tiene que invertir tiempo para centrarse en jugar con el niño en vez de tratar de realizar las tareas cotidianas. El niño detectará su disposición y entusiasmo con
facilidad; así que no cree negatividad ni se niegue ante su solicitud. La unión a través del juego necesita esfuerzos constantes. Los resultados de este tipo son una
cercanía especial entre usted y él mientras crece.
Por lo tanto, el juego es una parte muy esencial e importante de la vida de su hijo. Jugar le ayuda a desarrollarse de manera física, emocional, mental y también crea la
unión entre ustedes dos. Es a través del juego que el desarrollo del niño, su aptitud y personalidad se pueden explorar totalmente. A través del juego, sus habilidades
sociales también desarrollan para ayudarlo a ser consciente de las otras personas a su alrededor y aprender a respetar e interactuar con ellas.
Child-Development-Guide (2014). Why play is important to your developing child. Retrieved from http://www.child-development-guide.com/child-developmentplay.html
154
Benefits of Play
Benefits of Play
o
o
o
o
o
o
o
o
o
o
o
Play enables your child to interact and respond to you and others.
The most important play for your child is when you play with him/her. Make time for play every day. You are your child's favorite playmate!
From the early days of your child's life, he/she engages in play with you. Playing with him/her is not only enjoyable but is one of the most important ways
you can nurture his/her development.
There are many fun activities your child can take part in to support social skills, creativity and intellectual development. Role play is a very important part
of a child’s education. The imagination is a powerful tool which allows your child to take on the role of others. For example, playing house allows your
child to act out everyday family roles. Imaginative play comes naturally for some children but needs encouraging in others.
Imaginative play also supports emotional development. The display of a range of emotions within the play allows your child to practice sharing, selfcontrol, and problem solving skills.
Play is also a major contributor to your child's physical development. There are many activities which can benefit her physical development. He/she uses
her hands and fingers (fine motor skills) for drawing and painting, pushing buttons and turning the pages of a book.
Running, climbing, lifting, carrying, stretching and balancing supports large muscle (gross motor) development.
Various types of play your child participates in everyday will help him/her to grow in all areas of development.
Play is an ideal opportunity for your child to continually learn new skills. Play is an important part in his/her life.
All areas of your child's development are enhanced through his/her play activities. From infancy, preschool and school age years, he/she develops social,
emotional, language, and physical skills through play.
The most beneficial play is initiated by your child. Most learning takes place during free play. When your child begins playing with blocks he/she will
explore them, bang them, and eventually begin to stack them. The earliest form of play in early childhood is called functional play.
Child-Development-Guide (2014). Benefits of play. Retrieved from http://www.child-development-guide.com/child-development-play.html
155
Beneficios del Juego
Beneficios del Juego
o
o
o
o
o
o
o
o
o
o
o
El juego permite a su hijo interactuar y responder frente a usted y otros.
El juego más importante para su hijo es cuando usted juega con él. Tómese un tiempo para jugar todos los días. ¡Usted es el compañero de juegos
favorito de su hijo!
A partir de los primeros días de vida de su hijo, él se dedica a jugar con usted. Jugar con no solo es agradable, sino que es una de las maneras más
importantes que puede nutrir su desarrollo.
Hay muchas actividades divertidas de las que su hijo puede participar para apoyar las habilidades sociales, la creatividad y el desarrollo intelectual. El
juego de cambiar de roles es una parte muy importante de la educación de un niño. La imaginación es una poderosa herramienta que permite a su hijo
ponerse en el lugar del otro. Por ejemplo, jugar a la casita le permite a su hijo llevar a cabo los roles familiares cotidianos. El juego imaginativo es algo
natural para algunos niños, pero necesita fomentarse en otros.
El juego imaginativo también apoya el desarrollo emocional. La visualización de una serie de emociones dentro del juego permite al niño practicar cómo
compartir, el autocontrol y habilidades para resolver problemas.
El juego es también un factor importante para el desarrollo físico de su hijo. Hay muchas actividades que pueden beneficiar su desarrollo físico. El niño
usa sus manos y dedos (destrezas motoras finas) para dibujar y pintar, apretar botones y pasar las páginas de un libro.
Correr, subir, levantar, llevar, así como también el estiramiento y el equilibrio apoya los músculos grandes (motrices gruesas) de desarrollo.
Los diferentes tipos de juego en los cuales su hijo participa todos los días le ayudarán para crecer en todas las áreas del desarrollo.
El juego es una oportunidad ideal para que su hijo aprenda continuamente nuevas habilidades. El juego es una parte importante en su vida.
Todas las áreas de desarrollo de su hijo se han mejorado a través de sus actividades de juego. Desde los años de la infancia, la edad preescolar y la edad
escolar ha desarrollado habilidades sociales, emocionales, lingüísticas y físicas a través del juego.
El juego más beneficioso es el iniciado por su hijo. La mayor parte del aprendizaje tiene lugar durante el juego libre. Cuando el niño empieza a jugar con
bloques, él va a explorarlos, golpearlos y finalmente, comenzará a apilarlos. La primera forma de juego en la primera infancia se llama el juego funcional.
Child-Development-Guide (2014). Benefits of play. Retrieved from http://www.child-development-guide.com/child-development-play.html
156
Play Materials for Young Children - Adapted from:
The Creative Curriculum for Infants, Toddlers & Two’s – 2nd Edition
Play Materials for Young Children
Adapted from: The Creative Curriculum for Infants, Toddlers & Two’s- 2nd Edition
•
Young Infants- Provide toys that appeal to the senses
o Mobiles and Pictures
 Babies love the sight and sounds of them
 Mobiles or pictures that have patterns and high contrast
 Babies love to focus on toys and objects that resemble a face
 Babies see best if mobile or pictures are about 14 inches from their eyes
(Once baby begins to reach for mobile, be sure it is high enough to avoid baby knocking it down.)
o Mirrors
 Babies love mirrors (4-6 months)
 Use an unbreakable mirror in play spaces so your baby can enjoy looking at images.
o Soft Toys
 Soft, washable stuffed animals, dolls
o Grasping and Mouthing toys
 Rattles
 Teething toys
 Plastic Key Rings
 Grasping balls
 Cloth toys
•
Mobile Infants, 6-12 months
o Balls
o Balls of different sizes and textures.
o Balls that make sound when rolled
o Manipulative toys
 Nesting cups
 Ring stacker
 Shape sorter
o Blocks
157


•
•
Foam, cloth-covered and small plastic best for this age
Push and pull toys
Toddlers
o Push and pull toys that encourage pretend play (doll carriage, wagon)
o Animal figures
o Puzzles (4-5 piece, knob) made of durable materials
o Manipulative toys
 Peg boards
 Snap beads
o Transportation toys
 Cars
 Trucks
 Trains
o Gross motor
 Ride on toys
 Spaces to crawl through
 Climb
Age 2-3
o Puzzles and matching games (shapes, colors and pictures)
o Manipulative toys
 Stringing beads
 Items to fit together and take apart
 Toys with snaps buttons
 Toys with knobs, levers
o Transportation toys
o Blocks
 A variety of sturdy blocks for building structures
o Props
 Toy animals and people to enhance block play
 Dolls
 Items to play “house”
 Dress up items
o Gross motor
158



Ride on toys
Tricycles (near age 3)
Balls for kicking, throwing, and catching
159
Materiales de Juego Para Niños Pequeños - Adaptado de:
The Creative Curriculum for Infants, Toddlers & Two’s – 2na Edición
Materiales de Juego Para Niños Pequeños
Adaptado de: The Creative Curriculum for Infants, Toddlers & Two’s- 2na Edición
•
Primera infancia – ofrezca juguetes que estimulen los sentidos
o Móbiles e ilustraciones
 A los bebés les encanta verlos y oír sus sonidos
 Móviles o imágenes que tengan patrones y mucho contraste
 A los bebés les encanta concentrarse en juguetes y objetos que se asemejan a una cara.
 Los bebés ven mejor si los móviles o las fotos están a unos 14 centímetros de sus ojos.
(Una vez que el bebé comienza a tratar de alcanzar el móvil, asegúrese de que está lo suficientemente alto como para que el bebé no lo
alcance y lo haga caer.)
o Espejos
 A los bebés les encantan los espejos (4-6 Meses)
 Use un espejo irrompible en las aéreas de juego para que el bebé disfrute viendo las imágenes.
o Juguetes suaves
 Animales de peluche lavables y suaves, muñecas
o Juguetes para agarrar y mordisquear
 Sonajeros
 Juguetes para morder
 Llaveros de plástico
 Bolas para tomar con las manos
 Juguetes de tela
•
Infantes móviles, 6-12 Meses
o Pelotas
o Pelotas de diferentes tamaños y texturas.
o Pelotas que hacen sonidos cuando ruedan
o Juguetes para manipular
 Tazas para guardar una dentro de otra
 Set para apilar anillos
 Set para colocar formas
160
Materiales de Juego para Niños Pequeños - Adaptado de:
o
Bloques
 De gomaespuma, cubiertos de tela y los pequeños de plásticos son ideales para esta edad
 Juguetes para empujar y jalar
•
Niños que gatean
o Juguetes para jalar y empujar que estimulan los juegos de simulación (carriola para muñecas, carrito tipo ‘wagon’)
o Figuras de animales
o Rompecabezas (4-5 piezas) elaborados de materiales durables
o Juguetes para manipular
 Tableros para colocar clavijas
 Cuentas que se encajan unas a otras
o Juguetes de transportes
 Autos
 Camiones
 Trenes
o Motor grueso
 Carritos para montar
 Espacios por donde gatear
 Trepar
•
Los dos años
o Rompecabezas y juegos para combinar pares (formas, colores e imágenes)
o Juguetes de manipulación
 Cuentas de encordar
 Elementos que encajan entre sí y se pueden desencajar
 Juguetes con broches, botones, etc.
 Los juguetes con botones, palancas, etc.
Juguetes de transporte
o Bloques
 Una variedad de bloques firmes para construir estructuras
o Accesorios de utilería
 Animales y personas de juguete como accesorios para jugar con bloques
 Muñecos
161
Materiales de Juego para Niños Pequeños - Adaptado de:

 Objetos para jugar "a la casita"
 Artículos para disfrazarse
Motor grueso
 Juguetes para montar
 Triciclos (cerca de 3 años)
 Bolas para patear, lanzar, atrapar, etc.
162
Household Objects that Encourage Creativity
Objetos de La Casa Que Alientan la Creatividad
o
o
o
o
o
o
o
Small pots and pans
Wooden spoons
Clean laundry detergent tops
Cardboard boxes (fun to decorate too)
Paper towel rolls
Measuring spoons, cups
Plastic tubs with lids (yogurt or margarine containers)
o
o
o
o
o
o
o
Pequeñas ollas y sartenes
Cucharas de madera
Tapas limpias de detergente de la ropa
Cajas de cartón (es divertido decorarlas también)
Rollos de toallas de papel
Cucharas o tazas medidoras
Contenedores de plástico con tapas (yogur o envases de margarina)
163
Toy Safety Tips
Toy Safety Tips
1. Find the perfect toy for your child’s age:
• Make sure you check the recommended age on the toy.
• Be sure that children under 3 are not around small pieces they can put in their mouths.
• Inspect toys before you give them to your child to make sure there are no loose pieces or sharp edges.
2. Toy Storage
• Use a bin or box that is easy to store the items in when play is done.
• Before putting toys away make sure the toys have been cleaned if needed.
• Never put toys away wet, they will get moldy.
3. Sign up for recalled toy items:
• Go to www.recalls.gov to find the latest updates on toys that have been recalled.
• Be sure to follow any directions that you are given from this website.
164
Consejos Para la Seguridad de los Juguetes
1. Encuentre el juguete perfecto para la edad de su hijo:
• Asegúrese de verificar la edad recomendada en el juguete.
• Asegúrese de que los niños menores de 3 años no estén alrededor piezas pequeñas que puedan llevarse a la boca.
• Inspeccione los juguetes antes de dárselos a su hijo para asegurarse de que no haya piezas flojas o bordes filosos.
2. Almacenamiento de los juguetes
• Utilice un recipiente o caja para que sea fácil almacenar los artículos cuando se termine el juego.
• Antes de guardar los juguetes asegúrese de que los juguetes se han limpiado si es necesario.
• Nunca guarde juguetes mojado, se ponen mohosos.
3. Inscríbase para que le avisen si los juguetes se quitan de la venta:
• Visite www.recalls.gov para encontrar las últimas novedades de juguetes que se han quitado del mercado
• Asegúrese de seguir las instrucciones que se ofrecen en este sitio web
165
What Does My Child Learn from Pretend Play?
What Does My Child Learn from Pretend Play?
Young children learn by imagining and doing. They like to pretend to be animals, or make you food with empty bowls and wooden spoons. Have you ever wondered
what they are learning when they are pretending? Let’s look at the different areas:
Social and Emotional:
When your child engages in pretend (or dramatic) play, he is actively experimenting with the social and emotional roles of life. Through cooperative play, he learns
how to take turns, share responsibility, and creatively problem-solve. When your child pretends to be someone else, he has the experience of "walking in someone
else's shoes," which helps teach children what it feels like to be someone else. They can learn how to empathize with others by doing this. It is normal for young
children to see the world from their own point of view, but through cooperative play, your child will begin to understand the feelings of others. Your child also builds
self-esteem when he discovers he can be anything just by pretending!
Language
If you have ever listened to your child when they are pretend playing then you have probably heard them use words and phrases you didn’t even know they had. You
will often hear our own words reflected in the play of children. Kids can do a perfect imitation of mom, dad, and their teachers. Pretend play helps your child
understand the power of language. They understand that words create stories and they can be acted out. This helps with reading skills later on.
Thinking
Pretend play provides your child with a variety of problems to solve. Whether it's two children wanting to play the same role or searching for the just right material to
make a roof for the playhouse, your child calls upon important cognitive thinking skills that he needs. Some researchers in early brain development believe that
pretend play helps develop the part of the brain that regulates behavior.
How to encourage pretend play
Not enough pretend play at your house? Consider creating a prop box or corner filled with objects to spark your preschooler's fantasy world. You might include:
a. Large plastic crates, cardboard blocks, or a large, empty box for creating a "home"
b. Old clothes, shoes, backpacks, hats
c. Old telephones, phone books, magazines
d. Cooking utensils, dishes, plastic food containers, table napkins, silk flowers
e. Stuffed animals and dolls of all sizes
f. Fabric pieces, blankets, or old sheets for making costumes or a fort
g. Theme-appropriate materials such as postcards, used plane tickets, foreign coins, and photos for a pretend vacation trip
166
¿Qué Aprende Mi Niño en Los Juegos de Roles?
Los niños aprenden cuando imaginan o hacen algo. Les gusta simular que son animales, o que hacen comida para usted con tazones vacíos y cucharas de
madera. ¿Se ha preguntado alguna vez lo que están aprendiendo cuando están simulando? Observemos las diferentes áreas:
Social y emocional
Cuando su niño hace juegos de roles, está experimentando con los roles sociales y emocionales de la vida. Al jugar cooperativamente, su niño aprende a
turnarse, compartir responsabilidad y solucionar problemas con creatividad. Cuando su niño simula que es otra persona, tiene la experiencia de “ponerse en el
lugar del otro,” de esa forma aprenden cómo se siente si fuera otra persona. Pueden aprender a tener empatía con los demás por hacer esto. Es normal que los
niños vean al mundo desde su propio punto de vista, pero por medio de los juegos cooperativos, su niño comienza a entender a las demás personas. Su niño
también fomenta la autoestima cuando descubre que puede ser cualquier cosa con tan solo ponerse a simular.
Lenguaje
Si ha escuchado alguna vez a su niño cuando estaba haciendo una dramatización, probablemente le ha escuchado utilizando palabras o frases que ni siquiera
sabía que supiera. A menudo escuchará sus propias palabras reflejadas en los juegos de los niños. Los niños pueden imitar perfectamente a mamá, papá y sus
maestros. Los juegos de roles ayudan a su niño a entender el poder del lenguaje. Entienden que las palabras pueden crear cuentos y los cuentos se pueden
poner en escena. Esto los ayudará mucho a aprender a leer en el futuro.
Pensar
Los juegos de roles presentan a su niño una variedad de problemas para solucionar. Si hay dos niños esperando ser el mismo personaje, o buscando la tela
exacta para hacer el techo de la casa artificial, el niño utiliza sus habilidades de pensar. Algunos investigadores del desarrollo del cerebro creen que los juegos
de roles ayudan a desarrollar la parte del cerebro que regula el comportamiento.
Cómo promover los juegos de roles
¿No hay juegos de roles suficientes en su casa? Llene una caja con objetos para inspirar el mundo de fantasía de su niño. Incluya:
a. Cajas de plástico grandes, bloques de cartón, o una caja grande y vacía para crear “una casita”
b. Ropa vieja, zapatos, mochilas, gorras
c. Celulares viejos, guías telefónicas y revistas
d. Utensilios de cocina, platos, envases plásticos, servilletas, flores de seda
e. Peluches y muñecas de tamaños diferentes
f. Tela, sábanas o ropas viejas para hacer disfraces o un fuerte
g. Materiales de temas apropiados como tarjetas postales, boletos usados, moneda extranjera y fotos para un viaje ficticio
167
CURRICULUM MAP
Topic
Report
RIELDS
CD3a – Cognitive Development –
Attention and Inhibitory control
2. Explain to families about
choice making
LD1a – Language Development –
Receptive Language
3. Demonstrate choice making
in everyday routines
Expressive Language
4. Explain how to let the child
make choices while still
letting the parent be in
control of the activity
SE2a – Social Emotional – Sense of
Self
5. MacArthur-Bates CDI-Short
Form & ASQSE
6. Note from visit
SE3a – Social Emotional – Self
Regulation
1. N/A
Activities
2. Read with family the benefits of
allowing children to make
choices
3. While playing, getting dressed,
eating a meal, can offer choices
to children that will help them
add words to their vocabulary.
Pick an activity such as playing a
game or having a meal and show
where choices can be made by
the child
4. Help the parent understand that
they still control the choices
their child makes. Give them
examples by showing them how
to use choice making while
getting dressed or picking a
snack
5. Administer ASQ3 and ASQSE –
review results with family
6. N/A
Materials/Resources
2. Small Choices Big Changes – parent
Handout
2a. Benefits of Allowing Children to Make
Choices – parent handout
3. Activities That Encourage Choice Making parent handout
4. How To Control Choice Making – parent
handout
5. MacArthur-Bates CDI-Short Form and
ASQSE
the family
0-1 -Time for School Mouse
1-2 –From Head to Toe
2-3 Clifford’s Day with Dad
Spanish –
De la Cabeza a los Pies
168
LESSON PLAN
•
•
•
•
Help parents understand the importance of allowing children to make simple choices
Parents can still be in control of choice making while allowing independence for the child
Understand how vocabulary can be built through choice making
Will learn appropriate choice making opportunities
Topic
Explain to the families
about choice making
that you want to highlight with the
family.
RIELDS
CD3a – Cognitive
Development –
Attention and
Inhibitory control
Once at the home review the reports
with the family. See if they have any
questions or concerns about report.
LD1a – Language
Development –
Receptive
Language
Explain to the families how having
children make choices not only helps
foster independence but helps build
vocabulary.
Read with families the “Small Choices
BIG Changes!” parent handout. Model
for them during play how you can have
children make choices to learn new
vocabulary. When doing a puzzle or
reading a book give options of 2 items
and have them choose one. For
younger children they will choose by
Timing
Prior to visit
10 minutes
Notes
0-1 Time for School Mouse
1-2 From Head to Toe
2-3 Clifford’s Day with Dad
Spanish book:
De la Cabeza a los pies
15 minutes
LD2a – Language
Development –
Expressive
Language
SE2a – Social
Emotional – Sense
of Self
SE3a – Social
Emotional – Self
Regulation
169
pointing to an object or using eye gaze.
Repeat the words back to them after
they have chosen.
Example “Do you want the dog book or
the car book?” Child will choose with
either eye gaze or pointing or repeating
the words. Parent then says, “You
picked the dog book. Let’s read the dog
book.”
Children will feel like they have made a
choice but are learning vocabulary at
the same time.
Demonstrate choice
making in every day
routines
Explain how to let the child
make choices while still
letting the child be in
control of the activity
10 minutes
Give parents examples of times to give
choices. Pick an activity such as a game,
activity, dressing, or meal and find an
opportunity to give choices in that
activity.
Read “Activities that Encourage Choice
Making” parent handout with the
family.
5 minutes
Parents sometimes feel like they will
lose control if they allow their child to
make choices. Explain to parent that
they need to offer two choices that they
are comfortable with in order to still
have control over the situation. For
example, at mealtime offer milk and
water. If you do not want the child to
170
pick juice then do not offer it as a
choice.
Read with parent, “How to Control
Choice making” parent handout.
Administer MacArthurBates CDI-Short Form &
ASQSE
Note from visit
15 minutes
Administer MacArthur-Bates CDI-Short
Form and ASQSE.
Review the results with the family.
Compare the results over the time the
child has been in the program. Discuss
with the family if they have any
concerns. Ask them if the results are
what they expected.
5 minutes
Write the note from the visit.
171
Small Choice BIG Changes!
Small Choices BIG Changes!
Allowing children to make small choices throughout the day is an effective way to encourage communicative and cognitive development. It is also a great way to foster
independence and encourage problem solving skills. Parents who allow children to make small choices throughout the day are priming their children to be decisive
adults.
When allowing children to make choices throughout the day it is important acknowledge the choice your toddler made. When a child’s choice is acknowledged the
child is more likely to have an easier time making choices for the next time. It is also important to not criticize the child if the choice they made leads to a consequence.
Using language such as “making a better choice next time” or “it’s okay, mistakes happen” and then helping the child rectify the situation will help the child learn to
make better future choices. It will also allow the child feel as if he/she is in control of their decisions, while becoming aware that their choices may lead to
consequences.
172
Descisiones Pequenas, Cambios GRANDES!
Descisiones Pequenas, Cambios GRANDES!
Permitir que los niños tomen decisiones pequeñas durante el día es una manera de fomentar el desarrollo comunitario y cognitivo. También es una buena manera de
promover la independencia y fomentar sus habilidades de solución de problemas.
Los padres que permiten que sus hijos tomen decisiones pequeñas durante el día están preparándoles para que sean adultos con decisión.
Cuando permite que su hijo tome decisiones es importante reconocer la decisión que el niño ha tomado. Cuando reconoce la decisión, lo hará más fácilmente la
próxima vez. También es importante que no critique a su niño si la decisión que toma conduce a una consecuencia. Para ayudar a que el niño tome una decisión mejor
en el futuro, utilice frases como “la próxima vez, trata de tomar una mejor decisión” o “no pasa nada, todos nos equivocamos” y entonces ayude a su niño a corregir la
situación. Esto también le hará sentir que tiene el control de sus propias decisiones, mientras que también se dará cuenta de que las decisiones conducen a
consecuencias.
173
Benefits of Allowing Children to Make Choices
Benefits of Allowing Children to Make Choices
•
•
•
•
•
•
•
•
Fosters independence
Improves decision making skills
Builds self esteem
Encourages language
Teaches responsibility
Helps reduce parent-child power struggles
Strengthens the parent-child relationship
Helps improve focus and attention
174
Beneficios de Dar Al Niño Oportunidades de Hacer Elecciones
•
•
•
•
•
•
•
•
Promover independencia
Mejorar las habilidades para tomar decisiones
Fortalecer la autoestima
Estimular el aprendizaje del lenguaje
Enseñar a hacerse responsable
Ayudar a reducir luchas por el poder entre padre e hijo/a
Fortalecer la relación entre padre e hijo/a
Ayudar a mejorar el enfoque y atención
175
How to Control Choice Making
Suggestions to follow when allowing choice making:
•
•
•
•
•
•
•
Only offer choice between two items
Make sure both of the options are agreeable to you
Only offer a choice, if the child has a choice
Only offer a choice when you have time
Label both options for the child
Acknowledge the child’s choice
Help child through situation where they do not have a choice ( i.e. safety)
Warnemuende, C. Giving toddlers choice (2009). Retrieved from http://informedparent.com/articles/view/giving-toddlers-choice
176
Como Controlar la Toma de Decisiones
Como Controlar la Toma de Decisiones
Sugerencias para seguir cuando permita a su niño/a elegir una opción
•
•
•
•
•
•
•
Solo dar la oportunidad de elegir entre dos cosas
Asegurarse que las dos opciones son positivas para usted
Solo ofrecer una elección si su niño/a realmente puede elegir
Solo ofrecer una elección cuando hay suficiente tiempo
Nombrar las dos opciones para su niño/a
Reconocer la decisión de su niño/a
Apoyar a su niño/a en situaciones cuando no tiene la oportunidad de elegir (ejemplo: seguridad)
Warnemuende, C. Giving toddlers choice (2009). Retrieved from http://informedparent.com/articles/view/giving-toddlers-choice
177
Activities That Encourage Choice Making
Activities That Encourage Choice Making
•
Coloring (“Would you like the yellow crayon or the green crayon?”)
•
Painting (“Would you like the sponges or the paintbrushes?”)
•
Mealtime (“Would you like milk or juice?”)
•
Dressing (“Would you like the blue shirt or the red shirt?”)
•
Pretend play (“Should we pretend to be an animal or a person?”)
•
Bathing (“Would you like to wash your hair first or last?”)
•
Cooking (“Would you like to pour your cereal or your milk?”)
•
Shopping (“Should we buy blue jello or green jello?”)
•
Reading (“Do you want book A or book B?”)
•
Indoor Playtime (“Do you want blocks or play dough?”)
•
Playground (“Do you want the swings or the slide?”)
178
Actividades Que Alientan La Toma De Decisiones
Actividades Que Alientan La Toma De Decisiones
•
Pintar con Crayones (“¿Quieres el crayón amarrillo o el verde?”)
•
Pintar con Pinturas (“¿Quieres las esponjas o los pinceles?”)
•
Comer (“¿Deseas leche o jugo?”)
•
Vestirse (“¿Prefieres la camiseta azul o la roja?”)
•
Juegos de Roles (“¿Quieres simular que eres un animal o un personaje?”)
•
Bañarse (“¿Quieres lavar tu pelo al principio o al final?”)
•
Cocinar (“¿Prefieres verter el cereal o la leche?”)
•
Comprar (“¿Debemos comprar la gelatina azul o la verde?”)
•
Leer (“¿Prefieres leer el libro A o el libro B?)
•
Jugar en casa (“¿Deseas bloques o Play-do?”)
•
Parque infantil (“¿Quieres jugar en los columpios o en el tobogán?)\
179
CURRICULUM MAP
Topic
Report
RIELDS
LD1a – Language development –
Receptive Language
2. How to Build vocabulary
while out having fun
Expressive Language
3. Talk about different activities
parents can do when they go
shopping, or to other places
like the laundromat or the
zoo
SE2a – Social Emotional – Sense of Self
4. Area Libraries
5. Note from visit
SE3a – Social Emotional – Self
Regulation
1. N/A
Activities
2. Go over the Places to Play in
Providence handout. Talk
about how to make language
fun by going to places in the
community and teaching
new vocabulary through play
3. Help parents find language
games to play with their
children when they are out in
the community or in the
home
4. Provide community library
resource list, library card
application
5. N/A
1
Materials/Resources
LENA Recording Reports
2
Places to Play in Providence – parent
handout
3
Games to play with children – parent
handout
4a. List of Libraries in the area – parent
Handout
4b. Blank library card application
the family
0-1 Goodnight Moon
1-2 Maisy Goes Shopping
2-3 The Jacket I Wear in the Snow
Spanish Book:
Buenas Noches Luna
180
LESSON PLAN
•
•
•
Learn about area places that they can go with their child for free
Learn new games to play out in the community to build vocabulary
Learn about getting a library card at their area library
Topic
Building vocabulary while
out having fun
family.
RIELDS
LD1a – Language
development –
Receptive
Language
Timing
Prior to visit
Once at the home review the LENA
Recording Report with the family. See if
they have any questions or concerns
about report.
LD2a – Language
Development –
Expressive
Language
10 minutes
Go over the handout “Places to Play in
Providence” with the family. This
document lists free places that families
can visit with their children. Remind
families that experiencing new things is
great for building vocabulary. They can
point out and label all the new things
they see and can narrate all of the
things their child is doing. For example,
on the playground you could say, “You
are going up the stairs, up, up, up. “or
for babies you can say, “Do you hear the
birds? Chirp, chirp, chirp.” This is a
SE2a – Social
Emotional – Sense
of Self
Notes
0-1 Goodnight Moon
1-2 Maisy Goes Shopping
2-3 The Jacket I Wear in the Snow
Spanish Book:
Buenas Noches Luna
10 minutes
SE3a – Social
Emotional – Self
Regulation
181
great way to add in words that you may
not have thought of at home.
Community activities
Area Libraries
Note from visit
Go over the “Games to Play with
Children” handout. Demonstrate with
parents some of the games they can
play. For older children you can also do
things like give them a grocery list with
just a few pictures on it and have them
pick up those items for you at the store.
At the Laundromat you can give them a
job to count all of the socks and label all
of the colors.
Go over list of area libraries with the
family. Help them find the one that is
closest to them. Let them know that
libraries often have children’s classes
and see if they are interested in
researching some of those classes. Give
them the application for a library card.
Help the family fill out the form if they
need assistance. For some families,
they may not understand how the
library rules work so explain the rules.
Also, remind them of the handout that
was given to them about picking out
appropriate books for their child’s age.
15 minutes
15 minutes
5 minutes
182
Places to Play In Providence
Places to Play in Providence
•
•
•
•
Roger Williams Park Zoo – Free admission to Providence residents on the first Saturday of every month - www.rwpzoo.org.
Providence Children’s Museum – Free on Metlife Family Fridays at 5. Please consult calendar – www.childrenmuseum.org.
Roger Williams Park - www.rogerwilliamspark.com.
Cabral Memorial Park Wickenden Street, Providence. Handicapped accessible - picnic tables, basketball courts, baseball fields, playground, water play
fountains. - See more at: Columbia Park Vermont Avenue, Providence. Handicapped accessible - picnic tables, basketball, walking track, playground
•
Fargnoli Park Playground Smith Street, Providence. Two great playgrounds, one for older kids, and one for the little guys. Plus basketball courts, a baseball
field, T-ball field and picnic area (concessions).
•
India Point Park India Ct., Providence. Handicapped accessible - Waterfront park - picnic tables, in-line skating, sledding, bike paths, community boating.
Websites for more activities in Providence
•
•
•
www.kidoinfo.com – For free events in RI
www.rifamilyguide.com/outdoorfun.html#parks – For more parks and playgrounds in RI
www.provcomlib.org – Providence Community Libraries
183
Lugares Para Jugar en Providence
•
•
•
•
•
•
•
Roger Williams Park Zoo (Zoológico del parque Roger Williams) – Entrada gratuita para residentes de Providence en el primer sábado de cada
mes. – www.rwpzoo.org.
Providence Children’s Museum (Museo de los Niños de Providence) – Admisión gratuita en los Metlife Family Fridays (Metlife, días viernes de
familia) a las 5:00. Por favor consulte el calendario – www.childrenmuseum.org.
Roger Williams Park (Parque Roger Williams) – www.rogerwilliamspark.com.
Cabral Memorial Park (Parque Cabral Memorial) – Wickenden Street, Providence. Accesible para sillas de ruedas. Hay mesas de picnic, canchas
de béisbol y baloncesto, patio de juegos y fuentes de agua en las que se puede jugar.
Columbia Park (Parque Colombia) – Vermont Street, Providence. Accesible para sillas de ruedas. Hay mesas de picnic, canchas de baloncesto,
sendero para caminata, y un patio de recreo.
Fargnoli Park Playground (Patio de Recreo Fargnoli) – Smith Street, Providence. Dos patios de recreo geniales, uno para niños mayores y uno para
infantes. También hay canchas de baloncesto, T-ball, un área de picnic y puesto de comidas.
India Point Park (Parque India Point) – India Ct., Providence. Accesible para sillas de ruedas. Frente del parque, mesas de picnic, área para patinar,
trineos, caminos para bicicletas y barcas.
Sitios Web para más actividades en Providence
•
•
•
www.kidoinfo.com – Para eventos gratis en RI
www.rifamilyguide.com/outdoorfun.html#parks – Para más parques y patios de recreo en RI
www.provcomlib.org – Bibliotecas Públicas de Providence
184
List of Providence Public Libraries
List of Providence Public Libraries
Fox Point Library
90 Ives Street, Providence, RI 02906
(401) 331-0390
Knight Memorial Library
275 Elmwood Avenue, Providence, RI 02907
(401) 467-2625
Mount Pleasant Library
315 Academy Avenue, Providence, RI 02908
(401) 272-0106
Olneyville Library
1 Olneyville Square, Providence, RI 02909
(401) 421-4084
Providence Public Library
150 Empire Street, Providence RI 02903
(401) 455-8000
Rochambeau Library
708 Hope Street, Providence, RI 02906
(401) 272-3780
Smith Hill Library
31 Candace Street, Providence, RI 02908
(401) 272-4140
South Providence Library
441 Prairie Avenue, Providence, RI 02905
(401) 467-2619
Wanskuck Library
233 Veazie Street, Providence, RI 02904
(401) 274-4145
Washington Park Library
1316 Broad Street, Providence, RI 02905
(401) 781-3136
185
Games to Play in the Community
Games to Play in the Community
-
I spy:
o Take a walk around your neighborhood. Practice labeling and identifying objects by taking turns spying them.
-
-
-
For ex., Parent will start by saying “I spy a brown dog”; Child then has to look around and find the dog. Child’s turn “I spy car”. Parent will encourage and
model language for child by repeating “I spy a green car!” while pointing to the car the child was referring to.
Plant a garden:
o Gardening with your toddler is a nice way to foster independence as well as model responsibility. Allow your child to plant the seeds and take care of the
plant. Your child will enjoy observing the plant and watching it grow.
Caterpillar hopscotch:
o Using sidewalk chalk, draw 5-10 large colorful circles on the ground. Take turns pretending to be different animals and hopping from circle to circle. As
your child hops through the circles, talk about what color the circles are. You can even make a race out of it by timing your child as he/she makes it to
the top of the caterpillar.
Bubbles:
o
Mix one cup of dish soap with one gallon of water in a large pan. Bend a wire hanger into a loop, and practice picking it up with your child to see who
can make the biggest bubbles. Your toddler will like experimenting with different objects to see all the different sized bubbles he/she could make.
186
Juegos Para Jugar en la Comunidad
Juegos Para Jugar en la Comunidad
-
Veo, veo:
o Camine por su comunidad. Practique identificar los objetos y tunarse para hacerlo, puede decir “Veo un/a _____”
Por ejemplo, usted comienza con “Veo un perro café.” Entonces su niño tiene que buscar y encontrar al mismo perro. Cuando lo encuentre, le toca a su
niño. El niño dirá “Veo un coche.” Usted le puede dar el ejemplo para su niño y puede repetir “Veo un coche verde,” mientras apuntar el mismo coche
que identificó su niño.
-
Plantar un jardín:
o Cultivar un jardín con su niño es una manera buena de promover independencia y modelar responsabilidad. Invite a su niño a plantar las semillas y
cuidar a la planta. Su niño disfrutará al observar la planta y mirarla crecer.
-
Rayuela de Oruga
o Utilizando tiza, dibuje 5-10 círculos grandes y brillantes en el piso. Podrán turnarse simulando que son animales diferentes y saltando de un círculo al
próximo. Mientras su niño salte en los círculos, hable con él sobre los colores de los círculos. También puede correr una carrera y tomar el tiempo que
tarda desde el inicio al fin de la oruga.
-
Burbujas:
o
Combine una taza de detergente suave con un gallón de agua en una sartén grande. Haga un lazo con una percha de alambre y trate de
levantarlo para ver quién puede hacer las burbujas más grandes.
187
APPENDIX
MacArthur-Bates Forma Corta
Lista de Vocabulario: Nivel I
Copyright 1993 Reservados todos los derechos*
*Para más información o copias por favor contacte al Cognitive Development Laboratory en San Diego State University
(619) 594-6614 o www.sciences.sdsu.edu/cdi
Por favor indique la persona que completó este formulario:
madre
padre
otro (indique su relación con el niño:) ________________
_____________________________________________
Nombre de su niño/a ______________________________________________________ Sexo_________________________
Fecha de nacimiento _____________________________________ Fecha de hoy __________________________________________
LISTA DE VOCABULARIO
Para las palabras que su niño entiende pero no dice, marque el circulo de la primera columna (“Entiende”). Para las
palabras que su niño entiende y dice, marque la segunda columna (“Entiende y Dice”). Si su niño/a pronuncia la
palabra en otra manera, márquela de todos modos.
Entiende
chu chu
miau
¡Ay!
oh oh
pio pio
pipi
pato
gato
león
ratón
coche/carro
tutú
bola
libro
nena
pan
dulce
cereal
galleta
jugo
pan
gorro
pantalones
zapato
calcetín/media
ojo
boca
pierna
nariz
diente
Entiende y
Dice
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Entiende
silla
sillón/ sofá
cocina
mesa
televisión
manta/cobija
botella
taza
plato
lámpara
radio
cuchara
flores
hogar
luna
afuera
planta
lluvia
piedra
agua
nana
chica
abuelo
mamá
baño
no haga
hola
buenas noche
torta
por favor
Entiende y
Dice
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Entiende
espera
romper
comer
no más
ayuda
saltar
patear
beso
empuja
cantar
sonríe
noche
hoy
terminé
grande
roto
oscuro
rápido
bubu
bonito
suave
yo
mi
como
quien
lejos
afuera
otra
algunos
Entiende y
Dice
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
MacArthur-Bates Forma Corta
Lista de Vocabulario: Nivel II (Forma A)
Copyright 1993 Reservados todos los derechos*
*Para más información o copias por favor contacte al Cognitive Development Laboratory en San Diego State University
(619) 594-6614 o www.sciences.sdsu.edu/cdi
Por favor indique la persona que completó este formulario:
madre
padre
otro (indique su relación con el niño:) ________________
_____________________________________________
Nombre de su niño/a ______________________________________________________ Sexo_________________________
Fecha de nacimiento _____________________________________ Fecha de hoy __________________________________________
LISTA DE VOCABULARIO
Los niños entienden muchas más palabras que las que pueden decir. Tenemos interés específicamente en las
palabras que DICE su niño. Por favor marque las palabras que le ha escuchado decir. Si su niño pronuncia la palabra
en otra manera, márquela de todos modos.
ba ba
miau
ay
oh oh
guau guau
oso
pipi
gato
leche
pato
ico
avión
barco
coche/ carro
bola
libro
jugo
papa
mama
agua
pan
dulce
carne
gaga
guiso
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
gorro
coco
zapato
ojo
boca
oreja
mano
pierna
escoba
pelo
dedo
plato
caca
silla
toalla
cama
cuna
banco
horno
escaleras
bandera
lluvia
luna
parque
escuela
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
cielo
fiesta
amigo
mamá
papi
adiós
hola
no
comprar
gracias
llevar
papá
cargar
no más
caber
beso
escucha
gustar
jugar
acá
agitar
sabe
suave
pensar
niña
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
terminé
frio
rápido
feliz
calor
más
chico
mojado
bubu
día
noche
nuestro
ellos
esto
nosotros
donde
al lado
abajo
debajo
todos
mucho
poder
bebé
haría
si
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Part II- 9/2/15
0
Month 6: Review and Checking Child's Progress
CURRICULUM MAP
Topic
RIELDS
Activities
Report
SS1a - Social Studies – Self, Family and
Community
2. Follow up with the
parent/caregiver
SE1a – Social Emotional- Relationships
with others
3. Review their child’s schedule
and ongoing routines
Receptive Language
4. Recording plan for next 2
recordings
LD2a – Language Development Expressive Language
5. LENA Snapshot
SE3a – Social EmotionalSelf-Regulation
6. Note from visit
Materials/Resources
1. N/A
2. Address any concerns or
challenges that the family is
having with the program.
Make a plan to address these
concerns if applicable
2. Use note from visit to document any
concerns or challenges. Also document
solutions if necessary
3. Blank Schedule of the day (if needed to
update) – parent handout
3. Look over the child’s schedule
and make any necessary
4. Recording Plan Worksheet – parent handout
changes. Point out
– schedule for 3 months later and 6 months
opportunities for language
later
development throughout daily
routine
5. LENA Snapshot
4. Use the recoding plan sheet to 6. Note from visit – blank- leave copy with the
schedule when the next
family
recordings will take place
0-1 Itsy Bitsy Spider
5. Administer LENA Snapshot
1-2 We’re Going on a Bear Hunt
2-3 Bear Snores On
6. N/A
Spanish Book:
La araña muy ocupada
1
Providence Talks!
LESSON PLAN
•
•
•
Reflect on the past 10 sessions and make a plan going forward
Review their child’s schedule and look for opportunities for language development
Make a recording plan going forward
Topic
Follow up with the parent
about the program
Review child’s schedule
family.
RIELDS
SS1a - Social
Studies – Self,
Family and
Community
Once at the home review the LENA
Recording Report with the family. See if
they have any questions or concerns
about report.
SE1a – Social
others
10 minutes
LD1a – Language
Development –
Receptive
Language
10 minutes
Discuss the last 10 sessions with the
family. Problem solve if there have
been any challenges. Document on
the visit note the strengths and
challenges the family has had with
the program.
Look at the schedule the parent has set
up for the child. Discuss the times in the
day that they feel might not be working
well. See if adjustments need to be
LD2a – Language
Development Expressive
Language
Timing
Prior to visit
Notes
0-1 Moo, Baa,La,La,La
1-2 Happy Birthday Mouse
2-3 Love You Forever
Spanish book:
Moo, Baa, La,La,La
10 minutes
SE3a – Social
2
Providence Talks!
made. If family needs a new schedule
form provide them with one.
Recording plan worksheet
Fill out Recording Plan Worksheet with
the parent/guardian. Determine with
the family the best times to record in
the upcoming months. Also, select a day
that you will pick up the DLP so that you
have the reports for the next visit.
LENA Snapshot
Administer the LENA Snapshot and
record the results. Stop the LENA
Snapshot when you get 5 “Not Yet”
responses in a row.
Note from visit
Emotional
Self-Regulation
5 minutes
15 minutes
5 minutes
3
Providence Talks!
Time of Day
Activity
Notes
4
Providence Talks!
Child’s Name______________________________
Week Number
1
Day of the week
Time
Who will be there?
Date________________________
Suggestions/concerns
2
3
4
5
6
7
8
5
Providence Talks!
CURRICULUM MAP
Topic
Report
RIELDS
Receptive Language
2. Discuss why pretend play is
important to language
development
Expressive Language
3. Use props to engage in
pretend play
4. LENA Snapshot
5. Note from visit
1. N/A
SE1a – Social Emotional – Relationships
with Others
SE2a – Social Emotional – Sense of Self
CA1a – Creative Arts Experimentation
Activities
2. Talk about how children
learn from pretend play –
discuss the article with the
family
3. Give the parent the list of
everyday objects in the home
they can use for pretend play
– engage in some pretend
play with these items and
model how to build language
skills
4. Administer LENA snapshot
5. N/A
Materials/Resources
2. Article “The Importance of Pretend Play” –
parent handout
3. Items Used for Pretend Play – parent
handout
4. LENA Snapshot
family
0-1 – Blue, Hat, Green, Hat
1-2 – Mr. Brown Can Moo, Can You?
2-3 – Snowballs
Spanish Book:
Azul el Sombrero, Verde el Sombrero
6
Providence Talks!
LESSON PLAN
•
•
Understand the importance of pretend play
Learn how to use items around the home to engage in pretend play
Topic
Recording Report and identify areas that
you want to highlight with the family.
Once at the home review the reports with
the family. See if they have any questions
or concerns about the report.
Discuss why pretend play is
important
Discuss with the family what pretend play
is. It is important for a child because they
learn from imagining and doing. Give the
parent the article, “The Importance of
Pretend Play,” and explain the different
areas of learning that children access when
they do pretend play.
RIELDS
LD1a – Language
Development –
Receptive
Language
LD2a – Language
Development –
Expressive
Language
SE1a – Social
Emotional –
Relationships
with Others
Timing
Prior to visit
10 minutes
Notes
Bring books:
0-1 – Blue, Hat, Green, Hat
1-2 – Mr. Brown Can Moo, Can
You?
2-3 – Snowballs
Spanish Book:
Azul el Sombrero, Verde el
Sombrero
10 minutes
SE2a – Social
Emotional –
Sense of Self
CA1a – Creative
7
Providence Talks!
Use of props to engage in
pretend play
Give the parent the handout, “Items Used
for Pretend Play.” Look around the house
with them and see if they have any of
these items. Engage with the family and
model some pretend play activity with the
child.
LENA Snapshot
Administer the LENA Snapshot and record
the results. Stop the LENA Snapshot when
you get 5 “Not Yet” responses in a row.
Note from visit
Arts
Experimentation
and Participation
in Creative Arts
15 minutes
15 minutes
5 minutes
8
Providence Talks!
Items Used for Pretend Play
Items Used for Pretend Play
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Take-out menus
Boxes and cans from food in the house – be sure there are no sharp edges
Notebooks and pens
Hair brush
Pretend animals
Scarves
Dresses
Hats
Ties
Dress shirts
Pocketbooks
Wallets
Socks for sock puppets
Cars
Stuffed animals
Dolls
Pots and pans, bowls, spoons, cups
Boxes
9
Providence Talks!
Cosas Utilizadas en Los Juegos de Roles
Cosas Utilizadas en Los Juegos de Roles
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Menús
Cajitas y latas de comida que haya en la casa—sin bordes agudos
Cuadernos y bolígrafos
Cepillo
Animales de juguete
Peluches
Bufandas
Vestidos
Sombreros/ Gorras
Corbatas
Camisas
Bolsillos
Billeteras
Calcetines para hacer marionetas de calcetín
Coches de juguete
Muñecas
Ollas y cacerolas, tazones, cucharas, vasos
Cartones
10
Providence Talks!
CURRICULUM MAP
Topic
Report
N/A
RIELDS
1. N/A
Activities
Materials/Resources
2. MacArthur-Bates CDI-Short
Form and ASQSE
2. Administer MacArthur-Bates
CDI-Short Form and ASQSE –
review results with family
2. MacArthur-Bates CDI-Short Form and ASQSE
3. LENA Snapshot
3. Administer LENA Snapshot
4. Plan for future activities
4. Language Development Goals– parent
handout
4.
5. Plan for follow-up
recordings (Months 12 &
18)
6. Transition plans PostProvidence Talks
7. Certificate of Completion
8. Program evaluation
9. Note from visit
Use Language Development
Goals handout and set goals
the family would like to
reach and decide on
strategies to achieve those
goals
5. N/A
6. Review the document
“Resources Post-PT” with the
family and assist them in
making appropriate referrals
as needed.
7. Give family the Certificate of
Completion
8. N/A
9. N/A
3. LENA Snapshot
5. Certificate of Completion – parent handout
6. Resources Post-Providence Talks—home
visitor reference tool available in Providence
Talks Operations Manual
7. Post-Providence Talks Referral Plan—parent
handout
family
Bring books:
0-1 – Moo, Baa, La, La, La
1-2 – What Makes a Rainbow
2-3- Maisy Goes to Preschool
Spanish Book:
Muu Bee Asi Fue
11
Providence Talks!
LESSON PLAN
•
•
•
•
Provide feedback on the program
Set goals for the future to continue language development for their child
Understand their child’s current developmental stage
Make appropriate referrals and establish a transition plan for the family post-Providence Talks
Topic
family.
RIELDS
N/A
Once at the home review the reports
with the family. See if they have any
questions or concerns about report.
Administer MacArthurBates CDI-Short Form and
ASQSE
Administer MacArthur-Bates CDI-Short
Form and ASQSE
Review the results with the family.
Compare the results over the time the
child has been in the program. Discuss
with the family if they have any
concerns. Ask them if the results are
what they expected.
Timing
Prior to visit
10 minutes
Notes
0-1 – Moo, Baa, La, La, La
1-2 – What Makes a Rainbow
2-3- Maisy Goes to Preschool
Spanish Book:
Adivina Cuanto te Quiero
Muu Bee Asi Fue
15 minutes
(longer if you
need the kit
to administer
the tool)
12
Providence Talks!
LENA Snapshot
Administer the LENA Snapshot and
record the results. Stop the LENA
Snapshot when you get 5 “Not Yet”
responses in a row.
15 minutes
Plan for future activities
Use the goal setting page to set future
goals for their child. Come up with
some strategies together on how these
goals can be achieved. What will
progress look like?
10 minutes
Plan for follow-up
recordings
Inform the parent/caregiver that there
will be two follow-up
recordings/sessions scheduled to ensure
they have maintained their gains
throughout the program. These two
additional recordings will be rewarded
with a $5 gift card at Month 12 and a
$10 gift card at Month 18 upon
completion. They will occur at Month 12
& 18 (or 3 and 9 months from this visit.)
Home Visitor should schedule these
appointments at the Month 8 visit.
5-10 minutes
Transition plans postProvidence Talks
Check in with the family regarding postProvidence Talks services and the
family’s potential need for
resources/referrals moving forward.
5-10 minutes
13
Providence Talks!
Home Visitor can refer to document,
“Resources Post-Providence Talks”
available in the Providence Talks
Operations Manual. Home Visitor
should support family in making any
needed/appropriate referrals before
their completion of the program.
Home visitor should complete the
Referral Checklist for Post-PT Services
handout with the family.
Certificate of Completion
Parent Survey
Note from visit
Give the family the Certificate of Completion for
the program. Thank them for participating in
Providence Talks.
Tell the parent/caregiver that
Providence Talks may mail a Parent
Survey to them in order to gather
feedback on the program and their
involvement in it.
5 minutes
5 minutes
5 minutes
14
Providence Talks!
Language Development Goals
Language Development Goals
Family Name: ___________________________________Child Name: ___________________________
Providence Talks Home Visitor: ________________________________Date: ___________________________
A goal is a step or necessary part to enhance current strengths. Let’s set a language development goal for you and your child so that when they enter school they are
ready to learn!
What Language development goal do you have for your child in the coming months?
________________________________________________________________________________________________________________________________________
______________________________________
What steps will you take to meet this goal?
1. ____________________________________________________________________________
2. ____________________________________________________________________________
3. ____________________________________________________________________________
My child and I would like to meet this goal by:
______________________________________________________________________________
_____________________________________
Parent/Guardian Signature
______________________
Date
15
Providence Talks!
Post-Providence Talks Referral Plan
Participation in Providence Talks is an opportunity for families to be linked to other services if they are needed. All families, who identify ongoing needs, should
have a plan for referral to additional services after they graduate from Providence Talks. Home visitors should work with families leading up to graduation from
Providence Talks to identify the services that would be best for their family and ensure that referrals to those services are in place by the time the family reaches
graduation.
Home visitors should be prepared to explain the programs below (Information on each program and topic is available in the home visitor’s Operations Manual,
“Resources Post-Providence Talks.”) and should indicate here which program(s) families demonstrate interest:
Home Visiting & Educational Programs
 Early Head Start
 Head Start
 Healthy Families America
 Early Intervention
 FCCP
 RIPIN
 Child Outreach
Other Additional Services
 Information on Daycares/ Preschools
 Housi
ng/Food Resources
 Trauma/ Crisis Counseling
 Family Counseling
 Other: ________________
Referral Information (include any relevant follow-up information, including appointments, intake phone numbers, etc.)
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Home Visitor Signature: ________________________________________________ Date: ____________________
Parent/Caregiver Signature: ______________________________________________ Date: ____________________
CURRICULUM MAP
Visit: Month 12 (3 Month Follow-Up) Topic: Checking in with the family and ensuring sustained progress
Topic
Report
2. MacArthur-Bates CDI
Short Form (if applicable
for age)
3. LENA Snapshot (if
applicable for age)
4. Discuss progress and
review goals for child’s
development
5. Kindergarten
Absenteeism and its
impact on student
achievement
6. Note from visit
N/A
RIELDS
Activities
1. N/A
2. Administer MacArthurBates CDI Short Form
3. Administer LENA
Snapshot
4. Review Language
Development Goals
handout and adjust
strategies as needed
5. Use Kindergarten
Absenteeism handout in
explaining the
importance of school
attendance, even in the
early years for their
child.
6. N/A
1.
2.
3.
4.
Materials/Resources
LENA Recording Report
MacArthur-Bates CDI Short Form
LENA Snapshot
Language Development Goalsparent handout (old and newly
proposed)
5. Kindergarten Absenteeism- parent
handout
6. Note from visit-blank-leave a copy
with the family
Bring:
For all families, provide a $10 gift card to the
parent/caregiver as a reward for completing
their Month 12 recording. These will be
provided by the Providence Talks office.
1
2
LESSON PLAN
•
•
•
•
•
Provide home visitor with an update on their child’s development and perceived language environment within the home
Set goals for the future to ensure continued language development growth for their child
Explore/discuss the potential need for additional referrals to be made
Understand the child’s current developmental stage
Understand the importance of consistent attendance in Kindergarten
Topic
Check-in with the family
RIELDS
Familiarize yourself with the LENA Recording N/A
Report and identify areas that you want to
highlight with the family.
Timing
Prior to the
visit
Once at the home, review the report with
the family. See if they have any questions or
concerns about the report.
10 minutes
Touch base with the family about the past
three months. Be sure to address both
highlights and challenges with the decrease
Notes
Bring $10 gift card to visit:
Families receive one $10 gift card for
completing their Month 12 recording.
Families will receive an additional $10 gift
card after their Month 18 recording has
been received.
10 minutes
1
of the services. Ask the parent about any
additional services the family is currently
receiving and/or is interested in. Home
Visitor can refer to “Resources for Additional
Referrals” handout.
Administer MacArthurBates CDI Short Form
Administer the MacArthur-Bates CDI Short
Form (if age appropriate to do so)
10-15
minutes
Review the results with the family. Compare
the results over the time the child has been
enrolled in the program. Discuss with the
family if they have any concerns or
questions. Ask them if the results are what
they expected.
LENA Snapshot
Administer the LENA Snapshot (if age
appropriate to do so) and record the results.
Stop the LENA Snapshot when you get 5
“Not Yet” responses in a row.
15 minutes
2
Discuss child’s progress
and review goals for
child’s development
Kindergarten
Absenteeism and its
impact on both the
child’s academic
achievement and social
emotional health.
Use the “Language Development Goals”
handout completed at their Month 7 visit to
review progress the child has made over the
past few months and the strategies the
family used to obtain these gains. Identify
new goals with the Parent/Caregiver for
their child. Home Visitor may use a new
“Language Development Goals” handout.
Come up with some additional strategies
together on how these goals can be
achieved. What will progress look like?
10-15
minutes
5-10 minutes
Review the handout, “Kindergarten
Absenteeism,” and discuss the importance
of consistent attendance for children
starting an early age. Talk to the
Parent/Caregiver about why it is important
to begin having these conversations so early
and how a child’s attendance in school can
drastically impact their overall academic
achievement and social emotional health.
5 minutes
3
Note from visit
Write the note from the visit. Be sure to
document current services the family is
receiving as well as potential referrals to be
made by the home visitor.
Provide the family with their $10 gift card
for completing their Month 12 recording.
Remind the parent/caregiver that there will
be one additional recording done in 6
months. This will be at the child’s Month 18
follow-up visit. Families will receive an
additional $10 gift card as an incentive for
completing these follow-up recordings.
4
CURRICULUM MAP
Topic
Report
2. MacArthur-Bates CDI
Short Form (if applicable
for age)
3. LENA Snapshot (if
applicable for age)
4. Discuss progress and
review goals for child’s
development
5. Kindergarten
Absenteeism and its
impact on student
achievement
6. Note from visit
N/A
RIELDS
Activities
1. N/A
2. Administer MacArthurBates CDI Short Form
3. Administer LENA
Snapshot
4. Review Language
Developmental Goals
handout and adjust
strategies as needed
5. Use Kindergarten
Absenteeism handout in
explaining the
importance of school
attendance, even in the
early years for their
child.
6. N/A
1.
2.
3.
4.
Materials/Resources
LENA Recording Report
MacArthur-Bates CDI Short Form
LENA Snapshot
Language Development Goals-parent
handout (old and newly proposed)
5. Kindergarten Absenteeism- parent
handout
6. Note from visit-blank-leave a copy
with the family
Bring:
For all families, provide a $10 gift card to the
parent as a reward for completing the
Month 18 recording. These will be provided
by the Providence Talks office.
1
2
LESSON PLAN
•
•
•
•
•
Provide home visitor with update on the child’s development and perceived language environment within the home
Set goals for the future to ensure continued language development growth for their child
Explore/discuss the potential need for additional referrals to be made
Understand their child’s current developmental stage
Understand the importance of consistent attendance in Kindergarten
Topic
Check-in with the family
RIELDS
Familiarize yourself with the LENA Recording N/A
Report and identify areas that you want to
highlight with the family.
Timing
Prior to the
visit
Once at the home, review the report with
the family. See if they have any questions or
concerns about the report.
10 minutes
Touch base with the family about the past
six months. Be sure to address both
highlights and challenges with the decrease
of the services. Ask the parent about any
additional services the family is currently
receiving and/or is interested in. Home
10 minutes
Notes
Bring $10 gift card to visit:
Families receive one $10 gift card for
They may be contacted by mail in the
future to complete a survey based on their
experience with the Providence Talks
program.
1
Visitor can refer to “Resources for Additional
Referrals” handout.
Administer MacArthurBates CDI Short Form
Administer the MacArthur-Bates CDI Short
Form (if age appropriate to do so)
10-15
minutes
Review the results with the family. Compare
the results over the time the child has been
enrolled in the program. Discuss with the
family if they have any concerns or
questions. Ask them if the results are what
they expected.
LENA Snapshot
Administer the LENA Snapshot (if age
appropriate to do so) and record the results.
Stop the LENA Snapshot when you get 5
“Not Yet” responses in a row.
15 minutes
Discuss child’s progress
and review goals for
child’s development
Use the “Language Development Goals”
handout competed at their Month 7 and
Month 12 Follow-Up visit to review progress
the child has made over the past six months
and the strategies the family used to obtain
these gains. Identify new goals with the
Parent/Caregiver for their child. Home
Visitor may use a new “Language
Development Goals” handout and come up
with some additional strategies together
with the family on how these new goals can
10-15
minutes
2
be achieved.
What will progress look like?
Kindergarten
Absenteeism and its
impact on both the
child’s academic
achievement and social
emotional health.
Review the handout, “Kindergarten
Absenteeism,” and discuss the importance
of consistent attendance for children
starting at an early age. Talk to the
parent/caregiver about why it is important
to begin having these conversations so early
and how a child’s attendance in school can
drastically impact their overall academic
achievement and social emotional health.
Note from visit
Write the notes from the visit. Be sure to
document current services the family is
receiving as well as potential referrals to be
made by the home visitor.
5-10 minutes
5 minutes
Remind the parent/caregiver that this is
their last follow-up recording.
Provide family with their $10 gift card for
3

lesson plan - Providence Talks

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