Developmental Learning Activities
 Child-directed Activities
 Educator-directed Activities
 Schedules and Routines
 Positive Discipline
 Social and Self Development
 Physical Development
 Cognitive and Language Development
 Creativity Development
 Television and Computer use
Schedule
 Write down a typical day’s schedule in your program.
Children have
opportunities
to make
choices and
explore their
own interests
They direct
their play for
at least ½
hour at a time,
totaling at
least one hour
in each ½ day.
Children are
engaged in
activities most
of the time.
Their faces
often reflect
concentration.
The provider
supports and
extends
children’s self
directed play as
well as offering
activities and
materials that
build on their
interests and
skills.
The provider
gathers
information
about the
children's’
interests
through
observation
and uses this
information to
set goals that
support the
children’s
development.
The provider
plans some
activities
building on the
needs and
interest of the
children. She is
flexible in
adapting the
plans.
New skills are practiced
The provider finds
opportunities to
help children learn
specific skills, and
concepts when they
show interest in
learning them.
The provider takes
advantage of and
builds upon the many
natural learning
experiences and
teachable moments
associated with daily
life in a home.
Snails crawling on a mirror offers a new prospective.
Breakout Session
 First write down an activity that happened at your house
today.
This can be planned or unplanned, provider directed or child initiated.
 Then share your activity with someone else.
 Now the two of you join another pair and share all 4
activities.
 Congratulations, you now have a weeks worth of ideas to use.
Greetings and Routines
The provider greets each child and
parent warmly, helping the child to
become involved in an activity.
The provider helps children to
cope with separation.
Transitions
 Transition are smooth and unhurried.
 Children are allowed to finish what they started at their own
pace.
 Children seem to know what is happening next, and what is
expected of them.
 How do you get children ready for transitions?
Nap time is
comfortable
and relaxing
 Children who don’t sleep
are allowed to play quietly.
Diapers and Toileting
 Diapers are checked every 2 hours, and changed if needed.
Toilet Training
 Toilet training is a Parent-provider partnership based on the
desires and development of the child. No power struggles or
punishment is observed.
Positive Discipline and Guidance
Positive guidance is used to help children gain self-control and take responsibility for
their own behavior.
Expectations are clearly stated in positive ways.
Consequences
 Children are allowed to
experience the
consequences of their own
behavior, if it is safe.
 Think of a logical or
natural consequence you
have allowed a child to
experience.
 Share some ideas.
Power
Struggles
Avoid them by allowing children to take responsibilities,
have choices, and alternative ideas.
Conflict Resolution
 Children are helped to
resolve their own
conflicts with words.
Children learn to respect other’s possessions
and activities.
Sharing is optional.
Sharing discussion
 Discuss your policy on sharing toys, materials and personal
possessions.
 How do you handle it when children are fighting over a toy
and do not want to share?
Children work together for a common
purpose.
Knowing the neighborhood
Children get
to know the
neighborhood
and
community
Biases
 Age
 Gender
 Sexual orientation
 Social class
 Physical abilities and Characteristics
 Race and Ethnicity
 Religion
Anti-biased Breakout Session
 Everyone is biased in one way or another.
 It is important to know what your biases are in order to avoid
passing them on to children.
 Think about 1 or 2 biases you have and share with your next
partner.
 What are some of the ways you can avoid showing these to
children?
Physical Development
Daily opportunities for outside physical
play and small-motor activities
Sensory activities
Children have opportunities to use their senses.
Cognitive and Language Development
Children gain
information
through
exploration,
books and
other people.
The provider encourages children to express their
thoughts and feelings, and to listen to others.
Children are encouraged to think for themselves, to solve problems on their own, and to have
confidence in their ability to find solutions.
The provider
takes time
every day for
meaningful
conversation
with each
child.
She responds
to babies
sounds.
Books
 The provider reads to children for at least 15 minutes during
each half day.
 Books are used to stimulate conversations and expand
children’s interests and imagination, to build vocabulary, or
to introduce new ideas and information.
Books are accessible to children.
Children are taught how to care for books.
Children color, write their names, keep
journals and dictate stories.
The provider
builds on
children’s
emerging interest
in print and
writing in the
context of
meaningful
activities.
How do you get children to write?
 Share some of your ideas
Math
 Everyday activities and routines are used for learning math
and science.
 What are some of the ways children in your programs use
math and science?
Questions
 Most often the provider asks the children questions that





begin with:
How?
What?
Why?
Who?
Where?
And end with:
“do you think?”
 Questions are open ended and not “test” questions.
Open ended Art
The provider
comments on
specific aspects of
children’s art,
focusing on
children’s
exploration of the
materials and
descriptions of
their work. The
provider does not
show preference
for work that
looks realistic or
pretty.
Children’s work is displayed.
Parents are helped to appreciate some of their children’s creations.
Television and computer use
 Materials are appropriate, and encourage children to
participate.
 Time is limited to no more than 1 hour a day, and one full-
length movie per week.
 Children under 2 do not watch television or videos.