Pilot Draft for 2011-2012 EARLY INTERVENTION Pilot Draft for 2011-2012 Cayman Islands Early Intervention Programme The Cayman Islands are fortunate enough to have trained therapists, teachers and practitioners to assist in designing and providing intervention for young children who have special needs. These needs can be identified from as early as birth by parents, health professionals and other adults who interact with the child on a regular basis. Early Intervention will work with the child within the ECCE setting and/or their home. Optimum development hinges on continuing cooperation in all settings to provide for the child’s specific needs. Each child within the EI Programme is provided with an Individualized Development Plan (IDP) that can be used by parents and ECCE settings to enhance what they offer for the child. A child can be referred to the EI Programme at any time between birth and compulsory school age if the child is exhibiting developmental delays in any of the developmental areas (Adaptive, Personal-Social, Language, Motor, Cognitive). The staff of the EI Programme will then begin the process to determine if the child meets criteria for services. Pilot Draft for 2011-2012 Document Observations Note any difficulties that the child may be having indoors Reflect on your own knowledge of the child and their and outdoors. Write them down with dates and times. home setting. Could the behaviour be a response to change? Is the behaviour affecting peers? Should a child display signs of developmental delay or displays other Seek Other Opinions concerns, there is a Share your notes with the ECCE Setting Should the concerns be validated, the ECCE Centre should attempt to provide alternate strategies (differentiation) for the process that ECCE Principal/owner/manager or your line manager and ask them to informally observe the child’s behaviour child. The ECCE Unit staff can assist with developing these settings should follow to during the times it appears most delayed. strategies if needed. Should consistent use of appropriate strategies prove unsuccessful, a referral to the EI Programme link the family with the may be warranted. necessary services. When a Referral is Necessary Arrange a parent conference to discuss observations and Parents should deliver the completed and signed form to present how Early Intervention services could benefit the the Early intervention Centre. child’s development. Provide parents with a referral form The EI staff will then contact the parents. and allow them time to consider seeking the assistance for the child. EARLY INTERVENTION REFERRALS Pilot Draft for 2011-2012 RESOURCES FOR COMMUNICATION Pilot Draft for 2011-2012 LITERACY A balanced literacy programme th at is tailored to the interests and abilities of the children is an everyday part of centre and school life. Integrating literacy into all aspects of your programme ensures that children enjoy maximum exposure to literacy based activities so that they will understand that symbols can be read and used to represent ideas for information and enjoyment. Phonological Awareness Guided Literacy Shared Reading To support children to develop This is a special point of the phonological awareness, The adult reads the book aloud, learning day because adults planned games and activities usually to the whole class. work with children in very need to be a regular part of Repeat readings of stories using small groups or individually your literacy programme. modeling and encouraging and larger books (big books) with Developing children’s talking inspiring children to express larger print and illustrations is and listening skills are the first themselves using skills such as: recommended. One book can steps in setting the foundations provide shared reading  Book handling when for reading. enjoying books experiences for the whole week.  Listening activities tune a  The adult models basic book  Holding a pencil, crayon or child’s ear to the pitch and handling skills paintbrush when tone of sounds experiencing creative  Children are encouraged to  Shared reading of repetitive expression participate stories with a variety of The adult highlights features  Scissor positioning when  sounds allow children to of the book to enrich the investigating tools practice and enjoy making experience for the children  Discussion about their sounds  The adult plans activities work, for example asking  Listening to and discussing linked to the shared book them about their drawing the sounds in in the and recording their answer that will engage all learners environment sharpen a Discussion and activities child’s ability to decipher and  After reading, the book is  available to children to read linked to the shared book identify familiar sounds independently or a book they have  Songs and rhymes that chosen independently children can share and sing together help solidify a child’s phonological skills Pilot Draft for 2011-2012 PREDICTABLE BOOKS “Predictable books make use of rhyme, repetition of words, phrases, sentences and refrains, and such patterns as cumulative structure, repeated scenes, familiar cultural sequences, interlocking structure and turn-around plots. These stories invite children to make predictions or guesses about words, phrases, sentences, events and characters that could come next in the story.” --Mary Jett Simpson, Reading Resource Book Predictable texts are an excellent resource for introducing young children to a variety of literacy, and can be used to teach specific skills within communication. Kinds of Predictable Books Defined by Munroe Public Library • Chain or Circular Story Plot is interlinked so that the ending leads back to the beginning. • Cumulative Story Each time a new event occurs, all previous events in the story are repeated. • Familiar Sequence Organized by recognizable theme, such as: Days of Week and Numbers • Pattern Stories Scenes are repeated with some variation. • Question and Answer The same or similar questions are repeated throughout the story. • Repetition of Phrase Word order in a phrase or sentence is repeated. • Rhyme Rhyming words, refrains, or patterns are used throughout the story. • Songbooks Familiar songs with predictable elements, such as repetitive phrase. Pilot Draft for 2011-2012 SUGGESTED PREDICTABLE TEXT FOR SHARED READING These books are available for loan at the Cayman Islands Public Library and can be reserved by logging onto www.ciol.gov.ky Chain or Circular Story Janovitz, Marilyn Look out, Bird! animals Numeroff, Laura If You Give a Mouse a Cookie animals Numeroff, Laura If You Give a Moose a Muffin animals Cumulative Capucilli, Alyssa Satin Inside a Barn in the Country Lobel, Arnold The Rose In My Garden flowers, garden, poetry Waddell, Martin The Pig In the Pond English Fantasy farm animals, swimming, summer West, Colin "I Don't Care!" Said the Bear Humor animals Familiar Sequence (days of week, months of year, etc.) Kraus, Robert Come Out and Play, Little Mouse days of the week, animal, math Familiar Sequence (Numbers) Carle, Eric 10 Little Rubber Ducks counting, directions, ordinal numbers Pattern Story Brown, Margaret Wise The Runaway Bunny bunnies Galdone, Paul The Gingerbread Boy Fairytale Christmas, Farm, baking Galdone, Paul Little Red Hen Folktale animals, helping Galdone, Paul The Three Bears Fairytale animals, respect Galdone, Paul The Three Billy Goats Gruff Folktale animals, bridge, troll Pilot Draft for 2011-2012 SUGGESTED PREDICTABLE TEXT FOR SHARED READING These books are available for loan at the Cayman Islands Public Library and can be reserved by logging onto www.ciol.gov.ky Pattern Story continued Krauss, Ruth The Carrot Seed carrots, gardening, patience, perseverance Maris, Ron Are You There Bear? Fantasy teddy bear Nodset, Joan L. Who Took The Farmers Hat? farm animals, sharing, sequencing, wind Question And Answer Janovitz, Marilyn Is it Time? family life, hygiene Martin, Bill Brown Bear, Brown Bear Fantasy animals, senses, describing words Martin, Bill Panda Bear, Panda Bear, What Do You See? Fantasy animals, senses, describing words Martin, Bill Polar Bear, Polar Bear Fantasy animals, senses, describing words Repetition of Phrase (and repetitive phrase) Alborough, Jez Watch Out! Big Bro's Coming! jungle animals, exaggeration, siblings, fears Asch, F. Moonbear's Books bears, opposites Boynton, Sandra Blue Hat, Green Hat colours Brown, Margaret Wise Goodnight Moon Classic moon, nighttime, rabbits Buckley, Richard The Greedy Python Jungle animals, greed, food chain Butler, Dorothy A Happy Tale Adventure good and bad luck Campbell, R. Dear Zoo Lift the flap, zoo animals, Carle, E. The Very Hungry Caterpillar butterflies, counting, days of the week, food Carle, E. The Very Busy Spider farm animals, perseverance, patterns, dedication Carle. E. The Very Quiet Cricket insects, sounds, shyness Carle, E. The Very Lonely Firefly Fantasy insects, friendship, loneliness, light Carle, E. Rooster's Off to See the World farm animals, mathematics Carle, Eric Have you Seen My Cat? pets, problem solving Carlsen, N. I Like Me social skills, character Pilot Draft for 2011-2012 SUGGESTED PREDICTABLE TEXT FOR SHARED READING These books are available for loan at the Cayman Islands Public Library and can be reserved by logging onto www.ciol.gov.ky Repetition of Phrase (and repetitive phrase) continued De Regniers, Beatrice Schenk Going For A Walk Friendship De Regniers, Beatrice Schenk How Joe The Bear And Sam The Mouse Got Together problem solving, diversity, friendship Fox, M. Shoes From Grandpa clothing, family, shoes Fox, M. Time For Bed baby animals Fox, M. Whoever You Are culture, diversity, individuality, acceptance Fox, M. Hattie and the Fox farm animals Flack, M. Ask Mr. Bear farm animals, mother and child, birthday Galdone, P. The Teeny, Tiny Woman Fantasy Halloween, ghost stories Galdone, P. The Gingerbread Man Galdone, P. Henny Penny Fairytale farm animals Guarino, Deborah Is Your Mama A Llama? Poetry baby animals Hutchins, Pat Little Pink Pig English family, farm animals Hutchins, Pat The Doorbell Rang cookies, fractions, division Hutchins, Pat Rosie's Walk animals, positional words Hutchins, Pat Titch Humor siblings, cooperation, size Kalan, R. Jump Frog, Jump amphibians, mathematics Kraus, Robert Come Out And Play, Little Mouse animals, days of the week Kraus, R. The Carrot Seed gardening, patience, perseverance Pryor, Ainslie The Baby Blue Cat Who Said No family, feelings, following directions Scieszka, J The True Story of the Three Little Pigs! Fairytale point of view, perspective Sendak, M. Pierre Serfozo, Mary Who Said Red? Poetry farm, colors, shapes, weather, kites Tafuri, Nancy Have You Seen My Duckling? Caldecott Honor Wordless pond animals Van Laan, Nancy Possum Come A-Knockin Poetry opossums, family, verbs Watanbe, Shigeo How Do I Put It On? Humor getting dressed, growing up West, Colin I Bought My Love A Tabby Cat Poetry animals Wong, O. From My Window Wood, A. The Napping House Pilot Draft for 2011-2012 SUGGESTED PREDICTABLE TEXT FOR SHARED READING These books are available for loan at the Cayman Islands Public Library and can be reserved by logging onto www.ciol.gov.ky Rhyme Carlstrom, Nancy White Jesse Bear, What Will You Wear? Fleming, Denise Barnyard Banter. Florian, Douglas A Beach Day Gag, Wanda The ABC Bunny Guarino, Deborah Is Your Mama A Llama? Janovitz, Marilyn Is it Time? Leuck, L. Sun is Falling, Night is Calling Shaw, Nancy. Sheep in a Shop Shaw, Nancy Sheep on a Ship Siebert, Diane Train Song Stickland, Paul One Bear, One Dog Wellington, M Night House Bright House Songbook Langstaff, John M. Over In The Meadow Pilot Draft for 2011-2012 SUGGESTED PREDICTABLE TEXT FOR SHARED READING These authors have books available for loan at the Cayman Islands Public Library and can be reserved by logging onto www.ciol.gov.ky • Aliki • Reeve Linbergh • F. Asch • Bill Martin • Kate Banks • Richard McGilveray • J. Barrett • Claire Masurel • Sandra Boynton • C. McNaughton • Ruth Brown • Bernard Most • Margeret Wise Brown • Jan Ormerod • Alyssa Satin Capucilli • H. Oxenbury • Eric Carle • Susan Patron • Nancy Carlson • Patricia Polacco • Nancy White Carlstrom • Peggy Rathman • Deborah Chandra • Eve Rice • Molly Coxe • Norma Jean Sawicki • Penny Dale • Maurice Sendak • Joyce Dunbar • George Shannon • P. Eastman • Teri Sloat • Barbara Emberley • Nancy Van Laan • Douglas Florian • Mark Waddell • Paul Galdone • Natasha Wing • M. Ginsburg • Elizabeth Winthrop • Sally Grindley • Diane Wolkstein • Ginger Foglesong • Audrey Wood • Sarah Hayes • Jakki Wood • B. G. Hennesy • Harve Zemach • Mary Hoberman • Margot Zemach • Pat Hutchins • Sharon Jennings • Robert Kalan • Ezra Jack Keats Pilot Draft for 2011-2012 SONGS, RHYMES & JINGLES Pilot Draft for 2011-2012 WELCOME & GOODBYE SONGS WELCOME EVERYONE MARY'S HERE TODAY Tune: “Twinkle Twinkle Little Star” Tune: "The Farmer In The Dell" Welcome, welcome, everyone Mary's here today, Mary's here today. It is time to have some fun, Let's all clap our hands and say. First we’ll put our bags away Hip, hip hurray! Then we’ll start our busy day. Continue singing about other children as they join the group. Welcome, welcome, everyone I’m so glad that you have come! - Anon - Jean Warren NOW OUR DAY IS DONE Tune: “Mary Had a Little lamb” 1. All day long we worked and played, 2. Wave goodbye to all your friends, Worked and played, worked and played; All your friends, all your friends; All day long we worked and played Wave goodbye to all your friends Now our day is done. Until we meet again. - Jean Warren Pilot Draft for 2011-2012 TRANSITION SONGS RING, RING, RING YOUR BELL IF YOU’RE READY FOR A STORY Tune: “Row, row, row your boat” Tune: “If You‟re Happy and You Know it” Ring, ring, ring the bell If you’re ready for a story, come sit down, So everyone can hear. If you’re ready for a story, come sit down. Time to gather round Let’s all gather near so everyone can hear, Circle time is here. If you’re ready for a story, come sit down. (Sit at circle time area. Give a bell to the first child who joins you. Have them ring the bell while - Jean Warren everyone sings the song.) - Jean Warren IT’S TIME TO CLEAN UP Tune: “The Farmer in the Dell” 1. It’s time to clean up now, 2. We’ll put our things away, It’s time to clean up now, Ready for another day; Heigh - ho just watch us go Heigh – ho, just watch us go It’s time to clean up now, We’ll put our things away. - Jean Warren Pilot Draft for 2011-2012 FINGER PLAYS, POEMS AND RHYMES QUIET TIME GETTING READY TO LISTEN CLEAN UP This is my quiet time Let your fingers pound together Clean up! Clean up! My hands and feet are still. Let your fingers clap. Everybody do his share, My head is down, my eyes are closed Let your fingers pound together Clean up! Clean up! This is my quiet time. Put them in your lap. Everybody everywhere. Let me see your wide awake eyes Let me see your smiling faces. Let me see you sitting tall With nothing in your hands at all. SCHOOL TRY, TRY AGAIN School is over, oh what fun! Tis a lesson you should heed Lesson’s finished, play begun. Try, try again; Who will run, you or I? If at first you don’t succeed, Who will laugh? WEATHER Try, try again. Let is try. Good morning Mr. Sun, Our day has just begun; And in our prayers we say, Thank you for bringing day. Pilot Draft for 2011-2012 ACTION SONGS Who ate the cookie from the cookie jar? Keep the beat on knees and a clap All: Who ate the cookie from the jar? All: (child’s name) ate the cookie from the cookie jar. Child: Who me? Gestures towards self All: Yes you. Gestures towards child Child: Couldn’t be. Uses hands to say no All: Then who? Child chooses another child. All: (child’s name) ate the cookie from the cookie jar. Child: Who me? All: Yes you. Child: Couldn’t be. All: Then who? Child chooses another child. Continue until all the children get a turn (over two or three periods) Pilot Draft for 2011-2012 ACTION SONGS OPEN THEM, SHUT THEM Open them, shut them - open hands and close hands Open them, shut them - open hands and close hands Give a little clap - one clap Open them, shut them - open hands and close hands Open them, shut them - open hands and close hands Lay them in your lap - place hands in lap Creep them, creep them - walk fingers up to the chin right up to your chin Open up your little mouth - open your mouth; put hand quickly behind your back but do not let them in. Shake them, shake them, - shake hands in front of body shake them, shake them, shake them just like this Roll them, roll them, roll them, roll them - roll hands Blow a little kiss - blow a kiss Pilot Draft for 2011-2012 SONGS & RHYMES ABOUT CARING & SHARING IF YOU WANT TO BE A FRIEND MY FRIENDS AND I LIKE TO SHARE Tune: “If You‟re Happy And You Know It” Tune : “My Bonnie Lies Over The Ocean” My friends and I like to share. If you want to be a friend, clap your hands. It’s what we all like to do. If you want to be a friend, clap your hands. My friends and I like to share. A friend is someone who, We hope that you do, too! Is always kind to you. If you want to be a friend, clap your hands. - Adapted Traditional - Jean Warren I WILL BE KIND FRIENDSHIP I will be kind to my friends every day, If you are a friend to others I will be kind in my own special way. Loyal, kind and true, I will take turns and share my things, too. You will find that they will want I will be kind – ’cause that’s what friends do. To be a friend to you. - Linda Warren - Anon Pilot Draft for 2011-2012 RHYMES ABOUT GOOD MANNERS POLITENESS 1. I think it would be lots of fun 2. And both would use such words as these To be polite to everyone. “Excuse me Sir” and “If you please”. A boy would doff his little hat Not only just at home you know A girl would bow, just that. But everywhere that they would go. - Anon BE POLITE EXCUSE ME Politeness is a precious jewel When you need to pass And respect a radiant pearl, And someone blocks your way, Good morning, Thanks, Excuse me, Please “Hello there, please excuse me” Means a whole lot in this world. Are the magic words you say. - Anon - Anon Pilot Draft for 2011-2012 BODY RHYMES LET’S MEASURE Let’s measure from our head Right down to our toes. Let’s measure our arms, Let’s measure our nose. Let’s measure our legs, Our waist, and all. Let’s measure to see If we have grown tall. I HAVE A LITTLE BODY - Adapted Traditional I have a little body (Point to self) That belongs to me. I have two ears to hear with (Point to ears) And two eyes to see. (Point to eyes) I have a nose for smelling. (Point to nose) I have a mouth to eat. (Point to mouth) I have two hands to wave At everyone I meet! (Wave Hands) - Jean Warren Pilot Draft for 2011-2012 BODY RHYMES MY BODY I WIGGLE MY FINGERS 1. Here are my ears. (Child points to ears) I wiggle my fingers. Here is my nose. (Child points to nose) I wiggle my toes. Here are my hands. (Child holds up hands) I wiggle my hands. Here are my toes. (Child points to toes) I wiggle my nose. Now the wiggles are out of me. 2. Here are my eyes. (Child points to eyes) And I’m as still as I can be! Both opened wide. (Child opens eyes wide) Here is my mouth. (Child opens mouth) - Adapted Traditional With white teeth inside. (Child smiles showing teeth) - Adapted Traditional Pilot Draft for 2011-2012 BODY SONGS PUT YOUR FINGER ON YOUR KNEE MY THUMBS ARE STARTING TO WIGGLE Tune: “If You‟re Happy And You Know It” Tune: “The Bear Went Over The Mountain” Put your finger on your knee, on your knee. Put your finger on your knee, on your knee. 1. My thumbs are starting to wiggle Then turn yourself around, My thumbs are starting to wiggle, Stamp your feet upon the ground, My thumbs are starting to wiggle And put your little finger on your knee. Around and around and around. (Continue singing and pointing to additional body parts.) 2. My hands are starting to wiggle My hands are starting to wiggle, - Elizabeth McKinnon My hands are starting to wiggle Around and around and around. - Adapted Traditional Pilot Draft for 2011-2012 BODY SONGS HEAD AND SHOULDERS SCRUBBING SONG Tune: “Here We Go „Round The Mulberry Bush” (Point to body parts as the song indicates.) 1.This is the way we scrub our arms, scrub our arms, Head and shoulders, knees and toes, scrub our arms. This is the way we scrub our arms, when we take a bath. knees and toes, Head and shoulders, knees and toes, 2. This is the way we scrub our legs, scrub our legs, scrub our legs. knees and toes; This is the way we scrub our legs, when we take a bath. Eyes and ears, and mouth and nose, 3. This is the way we scrub our stomachs, scrub our stomachs, scrub our stomachs, Head and shoulders, knees and toes, This is the way we scrub our stomachs, when we take a knees and toes. bath. (Continue singing about scrubbing additional body parts.) - Traditional - Jean Warren Pilot Draft for 2011-2012 FRUIT SONGS & RHYMES LEMONS AND LIMES WATERMELON Tune: “Three Blind Mice” Watermelon, watermelon Lemons and limes, Rolling down the street. Lemons and limes. Watermelon, watermelon Squeeze out their juice, Stopped at my feet. Squeeze out their juice. Pour it in a great big cup. I put him in my wagon Add sugar and water and stir it up. And took him home. Drink until you’ve had enough. I hoped he liked it Lemons and Limes. And wouldn’t try to roam. - Jean Warren My mother was delighted My father was too. He was the guest of honor At our family barbecue! - Jean Warren Pilot Draft for 2011-2012 FRUIT SONGS & RHYMES FIVE RED APPLES BIG GREEN BANANAS (Continue rhyme until all the apples have fallen from the I walked through the jungle tree.) Five red apples high in a tree, And what did I see? One looked down and winked at me. Big green bananas I shook that tree as hard as I could, Hanging on a tree. One fell down….mmmm it was good! I chopped down a bunch And set them in the sun. - Adapted Traditional When they turned yellow, I ate every one! I’M A JUICY ORANGE Tune: “I‟m A Little Teapot” I’m a juicy orange, round as can be. A big juicy orange hanging on a tree. If you want some juice, just pick me, Cut me open and squeeze, squeeze, squeeze! Pilot Draft for 2011-2012 VEGETABLE SONGS & RHYMES HEALTHY VEGETABLES - A color rhyme WE ARE GREEN BEANS (Cut a tomato shape out of red felt, a zucchini Tune: “Mary Had A Little Lamb” shape out of green felt and a corn cob shape We are string beans, green and fine, out of yellow felt. Place the shapes on a Green and fine, green and fine. flannel board as you read the following rhyme. ) We are green beans, green and fine. Growing on a leafy vine. I ate a red tomato, - Jean Warren The biggest I have seen. I ate a long zucchini, (Continue with other vegetable verses such as: It was the color green We are onions, round and white…. we make soup taste just right. I ate some yellow corn We are carrots, orange and long… That was sweet as sweet could be. we can make you big and strong. etc.) When I eat my colors, I know I'm healthy! - Jean Warren Pilot Draft for 2011-2012 VEGETABLE SONGS & RHYMES MAKING STONE SOUP Tune: “The Farmer In the Dell” (Have your children act out the song, Pretending to toss the ingredients into a big pot as they sing.) Let’s make stone soup, let’s make stone soup, Put some water in a pot. Stir, it’s getting hot. First we add a stone, then we add a bone, Stir the soup in the pot, the soup is getting hot. Then we add some broth, then we add some corn. Stir the soup in the pot, the soup is getting hot. Next, we add some carrots, then we add some peas. Stir the soup in the pot, the soup is getting hot. Last, we add potatoes, celery and zucchini. Stir the soup, oh what fun, The soup is now done! - Jean Warren Pilot Draft for 2011-2012 WEATHER SONGS & RHYMES THE RAINBOW A THUNDERSTORM Tune: “Jingle Bells” The sun is shinning, the sun is shinning, Boom, bang, boom, bang! Shinning all around. Rumpety, lumpety, bump! Can you see the shadows it makes upon the ground? Zoom, zam, zoom, zam! Rain is falling, rain is falling, Clippity, clappity, clump! From the clouds up high. Can you see the rainbow it makes up in the sky? Rustles and bustles And swishes and zings! - Jean Warren What wonderful sounds A thunderstorm brings. MY UMBRELLA Here is my umbrella - Adapted Traditional It will keep me dry. When I’m walking in the rain I hold it up so high. - Adapted Traditional Pilot Draft for 2011-2012 NUMBER RHYMES & FINGER PLAYS FIVE LITTLE SEASHELLS THREE LITTLE MONKEYS (Hold up 5 fingers) Five little sea shells lying on the shore, (Dangle 3 fingers) Swish went the waves and then there were four. Three little monkeys swinging in a tree, (Other hand comes from behind in a chomping motion) (Hold up 4 fingers, bend down 1 finger) Along came a crocodile, hungry as can be! Four little seashells cozy as could be, (Dangle 1 finger) Swish went the waves and then there were three. The first said, “You can’t catch me”…..SNAP! (The 1 hand chomps on the finger) (Hold up 3 fingers, bend down 1 finger) Three little seashells pearly new, …Same for the second little monkey Swish went the waves and then there were two. …Same for the third little monkey (Hold up 2 fingers, bend down 1 finger) Two little seashells sleeping in the sun, …Except for Crocodile musses Swish went the waves and then there was one. …SNAP….”Missed me!” (finger remains dangling) (Bend down 1 finger) One little seashell left all alone, I heard it whisper “Shhhhhh” as I took it home. (Bend down last finger) -Anon - Anon Pilot Draft for 2011-2012 NUMBER RHYMES & FINGER PLAYS FIVE SUGAR COOKIES WANTED (Hold up 5 fingers) Five sugar cookies with frosting galore “I’m looking for a house,” said the little mouse, Mother ate one then there were _____. “With one room for breakfast, One room for tea, (Hold up 4 fingers) One room for supper; that makes three. Four sugar cookies, two and two, you see. One room for dining, when I give a ball, Father ate one then there were _____. A kitchen and a bedroom Six rooms in all”. (Hold up 3 fingers) Three sugar cookies and before I knew Sister ate one then there were _____. - Beatrice Bryant (Hold up 2 fingers) Two sugar cookies, Oh what fun. Brother ate one then there was_____. (Hold up 1 fingers) One sugar cookie, I’ll grab it and run. When I eat it, there will be none! - Jean Warren Pilot Draft for 2011-2012 NUMBER FINGER PLAYS TURTLES FOUR LITTLE BUGS (Have a small group of children act out the poem.) One little turtle feeling so blue, (hold up 1 finger) One little bug went out to play Along came another, now there are two. On a spider’s web one day. (hold up 2 fingers) He had so much fun He called for another bug to come. Two little turtles on their way to tea, Two little bugs went out to play Along came another, now there are three. On a spider’s web one day. (hold up 3 fingers) They had so much fun They called another bug to come. Three little turtles going to the store, Three little bugs went out to play Along came another, now there are four. (hold up 4 fingers) On a spider’s web one day. They had so much fun They called another bug to come. Four little turtles going for a dive, Along came another, now there are five. Four little bugs went out to play (hold up 5 fingers) On a spider’s web one day. Soon they made, quite a bunch - Beatrice Bryant Then along came a spider, Just in time for lunch! - Jean Warren Pilot Draft for 2011-2012 NUMBER SONGS & RHYMES FIVE LITTLE PUMPKINS (Have a small group of children act out the poem.) Five little pumpkins sitting on a gate The first one said, “Oh my it’s getting late”. The second one said, “There are witches in the air”. The third one said, “But we don’t care”. The fourth one said, “Let’s run, run, run”. The fifth one said, “I’m ready for some fun”. Oo-oo went the wind, and out went the light; And the five little pumpkins rolled out of sight. - Anon Pilot Draft for 2011-2012 NUMBER SONGS & RHYMES CAUGHT A FISH DON’T BE LATE One, two, three, four, five, (Count on fingers) One, two, three, four I caught a fish alive. Teacher’s waiting at the door. (Hold up pretend fish) Five, six, seven, eight, Run to school and don’t be late! Six, seven, eight, nine, ten (Count on fingers) - Anon I let it go again. (Throw back fish) Why did you let it go? Because it bit my finger so. Which finger did it bite? This little finger on my right. (Hold up little „pinky‟ finger on right hand) - Anon Pilot Draft for 2011-2012 NUMBER RHYMES SPACE SHIP LOLLIPOPS Count down (hold fingers up, both hands) (Hold up all 10 fingers, straight and tall) 10, 9, 8, 7, 6, 5, 4, 3, 2, 1…blast off Ten little lollipops fixed upon a stick, (push hands upwards) Shall we have a taste of one? Lick, lick, lick. In my capsule warm and safe Nine little lollipops fixed upon a stick, Flying around in outer space. Shall we have a taste of one? Lick, lick, lick. (Close up fingers and move hands around) Eight little lollipops fixed upon a stick, The rescue patrol will be standing by Shall we have a taste of one? Lick, lick, lick. (Hold up left hand with fingers standing straight and tall) When I come shooting out of the sky. Seven little lollipops… (Right hand swoops down) Six… Five… Four… - Anon Three… Two… One… - Anon Pilot Draft for 2011-2012 COLOUR SONGS & RHYMES I LOVE RED WE LOVE BLUE Tune: “Three Blind Mice” Tune: “Three Blind Mice” I love red, I love red. We love blue, we love blue. That’s what I said, that’s what I said. Yes, we do; yes, we do. Fire trucks, wagons and strawberries piled high. We love the ocean and sky so blue. Stop signs, hearts and pizza pies. We love blue ribbons and blue jeans, too. Roses, tomatoes and apples, oh my. We love blueberries, so good for you. I love red, I love red. We love blue, yes we do. - Liz Ryerson - Jean Warren Pilot Draft for 2011-2012 COLOUR SONGS & RHYMES THERE’S A COLOR WE ALL KNOW IF YOU SEE SOMETHING YELLOW Tune: “OLD MAC DONALD HAD A FARM” Tune: “If You‟re Happy and You Know It” There’s a color we all know, If you see something yellow, wiggle, jiggle. G-R-E-E-N. If you see something yellow, wiggle, jiggle. It’s the color that means “Go!” If you see something yellow G-R-E-E-N. Wiggle, jiggle just like Jell-O. Oh, grass is green and lettuce is green, If you see something yellow, wiggle, jiggle. Leaves and spinach and peas are green. There’s a color we all know, (At the end of song, have children name the yellow things they see.) G-R-E-E-N. - Elizabeth Scofield - Liz Ryerson Pilot Draft for 2011-2012 COLOUR SONGS & RHYMES MAKING ORANGE PAINT WE LOVE PURPLE Tune: “Down By The Station” Tune: “Three Blind Mice” Down at the paint store We love purple, we love purple. Early in the morning. Yes, we do. Yes, we do. See the little paint cans Purple grapes and eggplant, Standing in a row. Purple plums and grape juice, See the paint worker Just for me, just for you. Mix yellow paint, in red. - Heather McPhail Stir, stir, stir, stir Now it’s orange paint - instead! - Jean Warren Pilot Draft for 2011-2012 COLOUR SONGS & RHYMES I’M A LITTLE PIGGY ROUND, ROUND WE GO FOR BROWN Tune: “I‟m a Little Teapot” Tune: “ The Farmer in the Dell” I’m a little piggy Oh, toast is colored brown. With a round pig nose. Oh, toast is colored brown. I’m all pink Round, round we go for brown. From my head to my toes. Oh toast is colored brown. Here’s my piggy tail, As you can see, Oh, seeds are colored brown. It’s pink and curly Oh, seeds are colored brown. As it can be. Round, round we go for brown. Oh, seeds are colored brown. - Elizabeth Scofield (Hold hands with your children and circle round while singing. Continue with more versed about other brown items.) - Liz Ryerson Pilot Draft for 2011-2012 COLOUR SONGS & RHYMES TWO LITTLE CHING CHINGS SING FOR WHITE Two little ching ch ings sitting on a fence Tune: “Jingle Bells” (Hold up two hands, fi ngers spread) One named James, one named Spence. Sing for white, sing for white, (Flap fingers on one hand; do the same on the other hand) Let’s all sing for white. Fly away James, Sing for eggs and sing for clouds, (Flap fingers on first hand and bring behind back) Fly away Spence, Sing for teeth so bright. (Flap fingers on other hand and bring behind back) Come back James, come back Spence. Sing for milk, sing for chalk, (James flies back out; Spence flies back) Sing for cotton, too. Two little ching chings sitting on a fence And sing for little white doves, (Hold up two hands, fingers spread) One named James, one named Spence. That live down at the zoo. (Flap fingers on one hand; do the same on the other hand) - Adapted Traditional - Elizabeth Scofield Pilot Draft for 2011-2012 ANIMAL SONGS & RHYMES OH, HAVE YOU SEEN THE ANIMALS? Tune: “The Muffin Man” [Teacher asks] I have seen a tiger, a tiger, a tiger, Oh, have you seen the animals, I have seen an tiger, The animals, the animals. That lives down at the zoo. Oh, have you seen the animals, That live down at the zoo? I have seen a bear, a bear, a bear, [Children respond] Yes, we’ve seen the animals, I have seen a bear, The animals, the animals. That lives down at the zoo. Yes, we’ve seen the animals, That live down at the zoo. I have seen a monkey, a monkey, a monkey, [Let children take turns and name an animal to sing about – such as] I have seen a monkey, I have seen an elephant, That lives down at the zoo. An elephant, an elephant. I have seen an elephant, That lives down at the zoo. - Jean Warren Pilot Draft for 2011-2012 PHONOLOGICAL AWARENESS ACTIVITIES Activity Procedure Curriculum Connection Listening Make sure the children know the rules of good listening (i.e. being quiet, ears and - Independent and guided opportunities along with descriptive Walks eyes ready). Take the children on a walk through a safe place. Encourage them to vocabulary, like hard, soft, rough, cold, sticky, are planned to listen to the things they hear. Ask them to make a list of sounds they hear. This utilize multiple senses during interactions with their indoor can be done in picture or written form. The class could have special “listening and outdoor environment (Exploration: Sensory) ears” headbands in the shape of mouse ears or similar which they could wear on - Children have opportunities to explore their natural the walks to remind them to listen closely. When they return to the classroom, environment through planned and spontaneous activities ask them to make a representation of at least one thing they heard. Have (Respect: Environment) playdough, and other material available for the children to use. - Children can enjoy a range of listening experiences such as stories, poetries, nursery rhymes and music, in groups and independently (Communication: Listening) - Children develop the inclination and ability to listen attentively and respond appropriately to adults and peers (Communication: Listening) Teddy in the One child (the rescuer) is taken aside while a teddy bear is hidden somewhere in - Children participate in group activities taking turns and Jungle the room. Tell the other children they are going to guide the rescuer to the teddy sharing fairly (Respect: Others) by singing louder as the rescuer gets closer to, or quieter as the rescuer moves - Children are engaged in communication for a variety of further away from the teddy. Alternatively, lead the children in singing a familiar purposes with adults and peers where the foundations of song, rhyme or jingle, speeding up and slowing down to guide the rescuer. conversation are established (Communication: Verbal and Non Verbal) - Children develop the inclination and ability to listen attentively and respond appropriately to adults and peers (Communication: Listening) - Children can develop their phonemic awareness and phonics knowledge and skills at their own pace through a variety of shared literacy experiences (Communication: Literacy) - Children‟s speaking and listening skills will be fostered as valuable in their own right and essential to them developing phonemic awareness and learning phonic knowledge and skills (Communication: Literacy) - Children have opportunities to work as part of a group, taking turns and sharing fairly (Well Being: Social) Pilot Draft for 2011-2012 Activity Procedure Curriculum Connection I Have a Box Turn a box on its side with the opening facing away from the children. One by one, - Children participate in group activities taking turns and place between four and six familiar noisy items (e.g. a set of keys, squeaky toys, sharing fairly (Respect: Others) blocks to bang together) into the box, pausing to name them and demonstrate the - Children develop the inclination and ability to listen sound each one makes. (Sing to the tone of “Old MacDonald Had A Farm) – attentively and respond appropriately to adults and peers Mrs. _________ has a box ee i ee i o (Communication: Listening) And in that box she has a … - Children have opportunities to work as part of a group, Stop. Gesture and ask the children to listen. Make a noise using one of the objects taking turns and sharing fairly (Well Being: Social) in the box. The children can take turns to guess which object is making the sound. - Independent and guided opportunities along with descriptive Continue the song by imitating the sound using your voice. Allow the children to vocabulary, like hard, soft, rough, cold, sticky, are planned to take a turn at making a noise from inside the box and use their names as you sing. utilize multiple senses during interactions with their indoor and outdoor environment (Exploration: Sensory) -Toys, equipment and resources are provided that stimulate and engage or require the use of multiple senses (Exploration: Sensory) - Children can categorize objects according to their properties with increasing intent (Exploration: Scientific) Describe and Set up a model farmyard. Describe one of the animals but do not tell the children - Children‟s speaking and listening skills will be fostered as Find It its name. Say, for example, “This animal has horns, four legs and a tail”. Ask them valuable in their own right and essential to them developing to say which animal it is. Ask them to make the noise the animal might make. phonemic awareness and learning phonic knowledge and When they are familiar with the game, let individual children take the part of the skills (Communication: Literacy) adult and describe the animal for the others to name. This activity can be repeated - Children have opportunities to work as part of a group, with other sets of objects such as zoo animals, transport toys, musical instruments. taking turns and sharing fairly (Well-Being: Social) Shakers Partially fill opaque plastic bottles with noisy materials (e.g. rice, peas, shells, beans). -Toys, equipment and resources are provided that stimulate Ask the children to shake the bottles and identify what is inside from the sound the and engage or require the use of multiple senses (Exploration: items make. From the sound of the noisy materials, encourage the children to talk Sensory) about them. - Children can categorize objects according to their properties with increasing intent (Exploration: Scientific) - Children‟s speaking and listening skills will be fostered as valuable in their own right and essential to them developing phonemic awareness and learning phonic knowledge and skills (Communication: Literacy) Pilot Draft for 2011-2012 Activity Procedure Curriculum Connection Adjust the Two children sit opposite each other with identical instruments. Ask them to - Children are supported through modeling to develop Volume copy each other making loud sounds and quiet sounds. It may be necessary to behaviours that indicate that they are listening demonstrate with two adults copying each other first. Use cards giving picture (Communication: Listening) or symbol cues to represent loud or quiet (e.g. megaphone for “loud”, finger on - Children‟s speaking and listening skills will be fostered as lips for “quiet”). valuable in their own right and essential to them developing phonemic awareness and learning phonic knowledge and skills (Communication: Literacy) - Children have opportunities to work as part of a group, taking turns and sharing fairly (Well-Being: Social) Grandmother’s “Grandmother” has a range of instruments and the children decide what - Children‟s speaking and listening skills will be fostered as Footsteps movement goes with which sound (e.g. shakers for running on tip-toe, triangle valuable in their own right and essential to them developing for fairy steps). First, an adult will need to model being Grandmother. Then a phonemic awareness and learning phonic knowledge and child can take the role. Grandmother stands with her back to the others and skills (Communication: Literacy) plays an instrument. The other children move towards Grandmother in the - Children develop the inclination and ability to listen manner of the instrument while it is playing. They stop when it stops. The first attentively and respond appropriately to adults and peers person to reach Grandmother takes over that role and the game starts again. (Communication: Listening) - Children can enjoy a range of listening experiences such as stories, poetries, nursery rhymes and music, in groups and independently (Communication: Listening) Matching Show pairs of sound makers (e.g. maracas, triangles). Place one set of the sound - Independent and guided opportunities along with descriptive Sound Makers makers in a feely bag. The children take turns to select a sound maker from the vocabulary, like hard, soft, rough, cold, sticky, are planned to feely bag. Once all the children have selected a sound maker, remind them to utilize multiple senses during interactions with their indoor listen carefully. Play a matching sound maker. The child with that sound maker and outdoor environment (Movement: Sensory) should stand up and plays it. This activity can be adapted by playing the sound - Toys, equipment and resources are provided that stimulate maker behind a screen so that the children have to identify it by the sound alone. a nd engage or require the use of multiple senses (Movement: Sensory) - Children develop the inclination and ability to listen attentively and respond appropriately to adults and peers (Communication: Listening) Pilot Draft for 2011-2012 Activity Procedure Curriculum Connection Matching Sit children in a circle. Provide a selection of percussion instruments. One child - Independent and guided opportunities along with descriptive Sounds starts the game by playing an instrument. The instrument is then passed round the vocabulary, like hard, soft, rough, cold, sticky, are planned to circle and each child must use it to make the same sound or pattern of sounds as utilize multiple senses during interactions with their indoor the leader. Start with a single sound to pass round the circle, and then gradually and outdoor environment (Movement: Sensory) increase the difficulty by having a more complex sequence of sounds or different - Toys, equipment and resources are provided that stimulate rhythms. and engage or require the use of multiple senses(Movement: Sensory) - Children develop the inclination and ability to listen attentively and respond appropriately to adults and peers(Communication: Listening) - Children‟s speaking and listening skills will be fostered as valuable in their own right and essential to them developing phonemic awareness and learning phonic knowledge and skills(Communication: Literacy) Animal Provide a variety of animal puppets or toys and a range of instruments. Encourage - Children imagine and recreate roles and experiences Sounds the children to play with the instruments and the animals. Discuss matching sounds through drama and role play using props such as dress ups to the animals. Give a choice of two instruments to represent a child’s chosen and real objects in groups and independently animal and ask the children to choose which sound is the better fit. (Communication: Creative Expression) - Children develop a growing capacity to make choices, accept challenges, take considered risks, manage change and cope with frustration and the unexpected(Well-Being: Emotional) Follow the A small group of children sit in a circle. The adult begins by producing a body - Children‟s speaking and listening skills will be fostered as Sound percussion sound which is then imitated by the child sitting next to them in the valuable in their own right and essential to them developing circle. Sounds such as clapping hands, stomping feet or clicking tongue in a pattern phonemic awareness and learning phonic knowledge and can be used. Each child around the circle imitates the sound in turn. When the skills(Communication; Literacy) sound gets back to the person who started it, the group is to compare the ending - Children develop the inclination and ability to listen sound with the original sound. Use words such as “faster”, “slower”, “louder”, and attentively and respond appropriately to adults and peers “quieter”. (Communication: Listening) - Independent and guided opportunities along with descriptive vocabulary, like hard, soft, rough, cold, sticky, are planned to utilize multiple senses during interactions with their indoor and outdoor environment (Exploration: Sensory) Pilot Draft for 2011-2012 Activity Procedure Curriculum Connection Rhyming Put children in pairs. Use pictures of objects with names that rhyme. The children -Children have opportunities to work as part of a group, Pairs take it in turns to turn two cards over and keep them if the pictures are a rhyming taking turns and sharing fairly (Well-Being :Social) pair. If they are not a rhyming pair, the cards are turned face down again and the -Children can develop their phonemic awareness and phonics other person has a turn. Start with a small core set of words that can be extended knowledge and skills at their own pace through a variety of once the children understand the game and grasp the concept of rhyming. shared literacy experiences (Communication: Literacy) - Children have opportunities to expand their vocabularies through experiences that enable them to explore the meanings and sounds of new words in different contexts (Communication: Verbal and Non Verbal) Pilot Draft for 2011-2012 RESOURCES FOR RESPECT Pilot Draft for 2011-2012 SUGGESTED FIELD TRIP IDEAS AND COMMUNITY LINKS Respect: Others: Environment: Culture: Fire Department Children will have Children will act responsibly Children will understand and  knowledge of their roles and play their role in the respect their own and other within their communities preservation of their natural cultures  Police Station and how these impact on the world lives of others  Museum Children recognize the needs of Children have opportunities to Children gain an awareness of others and respond with care, reduce, reuse and recycle and appreciation for their own Parks empathy and respect culture and cultures around the  Children have opportunities to world Children have opportunities to explore their natural  Bakery establish and build relationships environment through planned Children explore their own with peers, other children and and spontaneous activities culture and past traditions Heritage sites adults  Children experience how to Children experience an Children have opportunities to care for and protect their environment where connecting  Nature walks interact with their community environment links with their family, their culture and the wider world are Children participate in group Children gain an awareness of affirmed and extended  Post Office activities taking turns and and appreciation for their own sharing fairly environment and environments Children develop a sense of around the world belonging to their own  Veterinary Children understand their role community and place and the role of others in the Plant Nursery community Children actively engage in  cultural observances and celebrations Pilot Draft for 2011-2012 GRAND CAYMAN Location Contact Information Comments Fire Services 949-2276 Make contact approximately 2 weeks in advance. Police Service (Royal Eastern Districts: Make contact at least 1 week in advance. Cayman Islands) Martin Bodden Jr. martin.boddenjr@gov.ky Deputy, Richard Harford richard.harford@gov.ky 947-2220 Police are available to come to the Early Childhood Centre. George Town: In some instances, it may be possible to arrange to Frank Owens frank.owens@gov.ky 949-4222 allow children to visit the Police Station. West Bay: Richard Barrow richard.barrow@gov.ky Deputy – Brad Ebanks brad.ebanks@gov.ky 949-3999 If no one else can be contacted, please contact: Angelique Howell angelique.howell@gov.ky 949-4222 Post Office Melissa Martinez-Ebanks 945-6875 Cayman Islands Nasarria Suckoo-Chollette 949-8368 Museum Pedro St. James Debbie Bodden $1/child debbie_bodden@hotmail.com 947-3329 3 adult chaperones per group allowed free Additional adults are $8/person Pilot Draft for 2011-2012 CAYMAN BRAC and LITTLE CAYMAN Location Contact Information Fire Services CYB: 948-1245 or 948-1293 LC: 948-0011 Police Service (Royal Cayman Islands) CYB: 948-0331 or 948-0441 LC: 948-0100 Post Office CYB: 948-1422 LC: 948-0016 Museum CYB: 948-2622 / 948-2222 / 244-4446 Heritage House CYB: 948-0563 Cayman Brac Power and Light CYB: 948-2224 or 948-2679 or 948-2624 Pioneer Bakery CYB: 948-0519 Pilot Draft for 2011-2012 RESOURCES FOR WELL BEING Pilot Draft for 2011-2012 NUTRITION Courtesy of The Cayman Islands‟ Preschool Curriculum Guide (1998) The setting’s concern for the children’s health and development should be reflected by the meals that are served. They should be pleasing to the eye, meet the highest nutritional standards and served in a hygienic manner. One can maintain high nutritional standards with meals planned around the first four food groups. Group 1. Bread and Cereal (four half slices whole wheat bread or 1 ½ cups whole grain cereal per day). Breads should be whole grain, homemade or enriched. Group 2. Proteins Two or four tablespoons or 1 1.2 ounces per day.) In addition to meals, poultry and fish, include beans, peas, and cheese. Powdered milk is an excellent source of protein. Children need more protein per kilogram of body weight than the average adult because their bodies are being developed. Serve protein with all carbohydrates. Bread or macaroni should be served with apple butter or cheese. Apples and other fruits should be served with cheese or eggs. Group 3. Vegetables and Fruits (Two or four tablespoons dark green or yellow vegetable for vitamin A, plus four to eight tablespoons of any other fruit or vegetable, plus one-half cup vitamin C source per day.) These needs may be met by serving two or more vegetables and a fruit at one meal, plus a citrus fruit or juice once a day. Vegetables and fruit should, ideally, be raw or cooked lightly. Group 4. Milk (1 ½ cups, plus ½ teaspoon butter or margarine fortified with vitamin A.) Milk may be served as a beverage and used in cooking, either as whole or powdered. Milk enriched with vitamin D will increase the absorption of calcium. If margarine is used, it should be fortified with vitamin A. For some children, milk may be difficult to tolerate, causing constipation, accumulation of mucus or severe stomach pains. The nutritional balance, for these children, may be accomplished by increasing other foods to make up for the proteins and vitamins lost because of the elimination of milk. Group 5. Sugar and Fat These are empty calories with no nutritional value and so the recommended daily serving is zero. Sugar and fats should only be used often if someone needs extra calories. Otherwise, their use should be very limited. Pilot Draft for 2011-2012 NUTRITION Courtesy of The Cayman Islands‟ Preschool Curriculum Guide (1998) Midmorning or mid-afternoon snacks should be viewed from the standpoint of nutritional benefits. While the traditional snack of juice and crackers is satisfactory, the juice served should be actually juice and not a flavoured drink. Here are suggestions of other foods that can be included: Suggestions For Mid-morning Snacks Apple wedges Carrot sticks Oyster crackers Pineapple juice Whole wheat bread with butter Orange slices Soda crackers Pretzels Cheese cubes / String cheese Bananas Apple juice Pitted dates Celery with cream cheese spread Wheat crackers Slice of Swiss cheese 20 raisins Suggestions for Mid-afternoon Snacks Celery Sticks Pineapple Juice Popcorn Pear Wedges Pear Nectar Cheese Cubes Cauliflower Apple Juice Cheese crackers Olives Grape Juice Sliced cucumbers String Cheese Slice of Swiss Cheese Milk Frozen Fruit Popsicles Pilot Draft for 2011-2012 SAMPLE 4 WEEK MENU CYCLE Day of week Week 1 Week 2 Week 3 Week 4 Monday Baked Chicken Mashed Potato BBQ Chicken Baked Chicken Tenders Baked Pork Chops Mixed Vegs Rice and Beans Potato/Veg Salad Mashed Potato Fruit Salad Vegetable Medley Apple Slices Peas/Carrots Honeydew Melon Slices Grapes Tuesday Spaghetti w/ Meat Balls Baked Ham Chicken Curry Rice Beef Stew w/ potatoes, carrots, Garden Salad w/ dressing Mashed Potato Steamed Carrots green beans Grapes Green Beans Fruit cup Lunch Roll Pineapple Rings Fruit Cocktail Wednesday Tuna/Macaroni Bake Cayman Style Fish Spinach Lasagna Baked Chicken Steamed Mixed Vegetables Rice and Beans Cole slaw Garden Salad Macaroni and Cheese Orange Slices Cantelope cubes Sliced Peaches Green Peas Tomato Slices Sliced Pears Thursday Stewed Chicken Chili w/Rice Roast Beef Chicken Stir Fry Baked Fries Tossed Salad Rice n Beans Rice Carrot/Apple/ Pear Halves Mixed Vegs Orange Slices Raisin Salad Fresh Fruit Friday Choice of Sandwich (Tuna, Choice of Sandwich (Tuna, Choice of Sandwich (Tuna, Choice of Sandwich (Tuna, turkey, ham) turkey, ham) turkey, ham) turkey, ham) Cucumber &Celery Slices w/ Broccoli w/ cheese Baby Carrots Cucumber &Celery Slices w/ dressing Fruit Cocktail Sliced Pears dressing Apple Slices Fruit Cocktail Courtesy of the Nutrition Services, H.S.A Pilot Draft for 2011-2012 SUGGESTED ONE WEEK MENU DAYS OF THE WEEK BREAKFAST LUNCH SNACK Monday Low Sugar Cereal* with Milk** Rice, Corn & Carrots, Fish Fillet Stew Fresh fruit or fruit cup (packed in Or natural juice) Rice, Chili Beans, & Mixed Vegetables Or Graham Crackers Tuesday Scrambled egg & Cheese, Whole Spaghetti w/ Meat Sauce & Fresh fruit or fruit cup (packed in Wheat Bread, Milo with Milk Broccoli/Cauliflower natural juice) Or Or Chicken Soup w/ Butter Sandwich Fruit Yogurt Wednesday Porridge & Milk Chicken Stew, String Beans, & Mashed Fresh fruit or fruit cup (packed in Potato natural juice) Or Or Chicken Hotdog, Rice, Mixed Vegetables Goldfish crackers Thursday Pancake & Milk Macaroni & Cheese, Broccoli/Carrots Fresh fruit or fruit cup (packed in Or natural juice) Beef Stew w/Vegetables Or Tuna Sandwich Friday Oatmeal & Milk Chicken Nuggets, Baked Fries, Salad Fresh fruit or fruit cup (packed in Or natural juice) Pizza In A Pocket, Salad Or Popcorn (low salt) Breakfasts served with milk**; milk alternative available for children intolerant of cow’s milk (e.g. calcium fortified soy or rice milk) Lunches served with 4-6 oz. 100% juice Snacks served with water Courtesy of the Nutrition Services, H.S.A Pilot Draft for 2011-2012 SHEPHERD’S PIE Courtesy of the Nutrition Services, H.S.A. Pilot Draft for 2011-2012 PAN PIZZA Courtesy of the Nutrition Services, H.S.A Pilot Draft for 2011-2012 TUNA-RICE SUPREME Courtesy of the Nutrition Services, H.S.A. Pilot Draft for 2011-2012 RESOURCES FOR EXPLORATION Pilot Draft for 2011-2012 SUGGESTED EQUIPMENT LIST Books and Storytelling Manipulatives Creativity - Music Furniture: Furniture: Furniture (Storage unit): Display units should be low so that children A suitable display unit for puzzles or similar, preferably can see and select their own books. Shelves with sloping shelves with a lip so that children can see - shelves - hooks - baskets or boxes could be sloping with a lip to allow books to the puzzles and choose them. stand up. Provide cushions and/or soft sofa. Note: Cardboard puzzles will not last long, cannot be *U2 *O2 cleaned effectively and should not be considered *U2 *O2 permanent equipment. Puzzles should reflect biculturalism and gender equity and be of varying CD player/stereo √ √ Selection of at √ √ degrees of difficulty. least 30 – *U2 *O2 Variety of CD's/music albums 50 books: •Children’s •hard & soft Knob puzzles √ √ • Caymanian covered √ √ Picture puzzles √ √ •Caribbean •traditional stories •Classical •cultural stories Shapes √ •Contemporary •nursery rhymes Geometric √ •poetry and songs Music and song books √ √ •make-believe Posting box √ √ •stories of people Threading √ Variety of musical instruments in real life •Rhythm sticks situations Peg boards √ • √ √ Sandpaper blocks •large books for √ √ 3-dimensional √ •Bells and chimes shared group Math games: include natural √ •Keyboards stories materials such as shells and stones Coloured scarves and ribbons Storytelling props: √ √ •Puppets Stacking Equipment √ √ •Magnetic stories Sound Toys and boards √ √ *U2 – under 2 years old / *O2 – over 2 years old •Story CDs Pilot Draft for 2011-2012 Creativity Creativity Dough Furniture - Painting Interesting designs can be made in dough using - Large table - Storage unit everyday items like cotton reels and corrugated cardboard. U2 O2 U2 O2 Furniture: Glue pots & Assorted Glue brushes √ √ Easels (double sided) √ √ -1 table and seating - Stove Variety of Paper √ √ U2 O2 Variety of glue - PVA, Polycell √ Aprons √ √ Cutters √ √ Children's scissors √ √ Non-spill paint pots √ √ Rolling pins √ √ Left-handed scissors √ Assorted paint √ √ Pounders √ √ Adult scissors √ √ brushes Staplers √ Knives and forks √ √ Different coloured √ √ non-toxic paint Large roll of sticky tape/masking √ √ Garlic crushers tape and dispenser Paint palette √ A variety of cooking equipment – e.g. √ √ Ball of string √ pots, pans, patty pans etc. Rollers √ √ Packet of felt √ Crayons in bundles of 6 √ √ Drying rack √ √ Clay Packet of markers √ Newsprint √ √ U2 O2 Packet of children's pencils √ Nylon string for cutting clay √ Ruler √ Water container √ Non-toxic colouring in a range of √ √ colours Sponges √ Glitter and containers √ √ A variety of clay tools √ Hole-Punch √ A variety of natural materials √ Collage materials: material scraps and √ √ natural materials (leaves and seeds) Hessian or canvas √ Pilot Draft for 2011-2012 Dramatic play Carpentry Furniture: Furniture: - Unit for storing dress-up clothes - 1 large carpentry table - Child size bed/suitable sleeping unit - Storage trolley or containers - Room dividers/screens Note: An adult should always supervise this equipment. - Small table with 2 chairs - Stove - Sink unit U2 O2 U2 O2 Screwdrivers √ Dress ups in a variety of themes like: Hammers √ •occupational •animal √ Vice √ •cultural •fantasy G clamps √ Tea set, pots and pans √ √ Children's size saws √ Cooking utensils like spoons, bowls, whisks and chopsticks √ Pliers √ √ Carpentry pencil √ Dolls-male, female and ethnic √ √ Tape measure √ Doll’s clothes √ Containers for PVA and brushes √ Doll’s pram or stroller √ √ Hand drill √ Doll’s bed √ A variety of soft wood √ Telephone √ √ A variety of nails – flat top are best √ Iron and ironing boards √ A variety of collage equipment Full-length unbreakable mirror √ √ •Leather •Sheepskin √ Clothes line √ •Bottle tops •String Bed linen √ •Sandpaper Variety of medical play equipment √ A variety of screws √ Pilot Draft for 2011-2012 Blocks Active Play Information and Furniture: Provided by either a fixed item of equipment communication technologies - Extra items like dolls and blankets added to or movable equipment such as ladders, this area can change the play in many ways planks, tires, cable reels, swings, and slides. - Large storage unit Moveable equipment provides greater U2 O2 - Large carpet square or carpet flexibility and offers greater opportunity for Digital camera children to be independent and creative. U2 O2 Must have safety surfacing underneath if Video camera over 500 mm in height. Full set of multiple blocks Digital microscope A variety of small coloured Computers – laptop blocks U2 O2 & desk top A variety of interlocking blocks Ladders Software Plastic or wooden vehicles Planks Skype People Wooden boxes, variety of sizes Vehicle station and heights Animal Set Tires (not steel belted) Large Truck Balls Hessian – large sheets Ropes – several Wheeled vehicles •Trikes •Trolleys •Ride-ons •Large trucks •Wheelbarrow Hula hoops Pilot Draft for 2011-2012 Nature and science/exploratory Furniture: Water play Sand play - Display table - large water trough - large well drained shaded sand - Storage unit with other smaller containers for area different activities. U2 O2 U2 O2 U2 O2 Reference books Pouring items – e.g. Magnifying glasses Pouring items – e.g. buckets, jugs, bottles, buckets, jugs, bottles, and watering cans Insect viewers and watering cans Spades Water wheels Magnets (assorted – e.g. bar, U shaped, strips) Rakes Hoses - various sizes and lengths Range of items to use with Funnels magnets Sieves Funnels Mirror (non-breakable) Vehicles Aprons Scales Variety of natural Water pump materials A variety of pipes and Plants plastic guttering Variety of living things A variety of items for (fish / animal / insect / bird) floating and sinking Variety of natural materials e.g. shells, seeds Variety of gardening equipment (including spades, trowels, potting mix, plant pots, etc.) Digital microscope Weekly planner for infants Centre: Teacher: Age Group: Week Beginning: Shared Story for the Week: Learning Outcomes Activities Resources Learning Outcomes Activities Resources Learning Outcomes Activities Resources Learning Outcomes Activities Resources Exploration Communication Well-Being Respect Date Infant’s Name Observation of activity Adult Weekly planner for toddlers and young children Centre: Teacher: Age Group: Week Beginning: Shared Story for the Week: Learning Outcomes Activities Resources Learning Outcomes Activities Resources Learning Outcomes Activities Resources Learning Outcomes Activities Resources Exploration Communication Well-Being Respect Activity Resources Assessment Focus Pilot Draft for 2011-2012 FULL DAY SCHEDULE Estimated Time Activity A Time For: Arrival, Informal Conversation Completion of task from previous day and/or work with puzzles, games, books. 8:30 Gathering time Discuss plans and routines for the day, songs and sharing times 9:00 Shared Reading Teacher to read and discuss familiar or new story with children 9:30 Centre activities Children to select learning centres where they will work; some will choose follow-up activities related to shared reading concepts or themes. 10:30 Play time Indoors or Outdoors: large and small muscle development 11:30 Lunch Transitional Songs and Lunch Routines 12:30 Quiet Time and Rest Listening to different kinds of music; looking at a variety of books; lying down on mats or blankets 2:00 Prepare for Snack Time Today’s snack 2:30 Centre activities Children to work in small groups or individually utilize table games and activities for developing skills in communication arts and mathematics Rhythms, rhythm band, movement to music or rhythm patterns, vocabulary Music and Movement development, concepts of counting, following directions, listening, skills, spatial relationships 3:30 Sharing time Evaluating day’s activities. Plan for the following day 4:00 Prepare for home-time Children are collected from EY Center or transition to afternoon activity Pilot Draft for 2011-2012 SAMPLE ROOM ARRANGEMENTS Pilot Draft for 2011-2012 Pilot Draft for 2011-2012 Pilot Draft for 2011-2012 Pilot Draft for 2011-2012 Pilot Draft for 2011-2012 GLOSSARY OF TERMS Activity centres: Fully resourced areas set up for children to engage in Guided participation: Supportive structuring of a child’s participation in a activities for example listening, block, art and construction centres learning experience so the child can move towards taking full responsibility for the activity Active listening: A listener showing their attentiveness through their body language and their support through confirming what they have heard with the speaker Infant: A child from birth to age 18 months Adaptations: Adjusting the environmental conditions or structure of an Literacy: In the early years literacy includes a range of modes of activity to meet the needs of an individual child communication including music, movement, dance, story telling, visual arts, drama and the shared reading of a variety of books with activities that relate Assessment: The process of gathering and interpreting information that to the story shows a child’s achievements. Assessment information is used to provide developmentally appropriate learning experiences for a child Numeracy: Understandings about number, structure and patterns, measurement, spatial awareness and data gained through manipulating Book activity bags: A collection of activities, manipulatives and resources materials. The development of mathematical thinking and reasoning that relate to a book used to actively engage children in a shared story Phonemic Awareness: The ability to understand that sounds in spoken Child-centred: An approach that promotes children taking an active part in their learning experiences, enabling them to make choices, communicate, language work together to make words. This term is used to refer to the explore and interact freely highest level of phonological awareness or the awareness of individual phonemes in words Curriculum: The sum total of experiences activities and events that occur within an environment designed to foster learning and development Phonics: An understanding of the principles underpinning the way the alphabet code is used in reading and writing including using the skills of Disposition: A child’s frame of mind, pattern of thoughts and attitudes to segmenting and blending change that influence their approach to experiences Scaffolding: Intentional providing learning experiences in a precise order Early childhood care and education (ECCE) setting: Sites where care to develop specific skills and education are provided for children aged from birth to 8 years outside of the home Toddler: A child from 18 months to 36 months EIP (Education intervention plan): An individualised plan developed to support a child who has a special needs. The plan outlines adaptations that Transitions: The process of moving between the home and the ECCE should be made to maximize the child’s experiences within the ECCE setting, setting and on to school usually in conjunction with a specialist from the Early Intervention team Pilot Draft for 2011-2012 BIBLIOGRAPHY Beckles, Marjorie (unknown). An Anthology of Poems & Rhymes (compilation). Caribbean Child Development Centre. (2005). Learning Outcomes for Early Childhood Development. West Indies: University of the West Indies. Charles, L., & Williams, S. (2008). The experience of developing early childhood learning goals and outcomes in the Caribbean and the implications for curriculum development and implementation. International Journal of Early Years Education , 16:1, 17-29. Davis, R. ((2008). The Jamaica Early Childhood Curriculum. Kingston, Jamaica: The Dudley Grant Memorial Trust. Department of Education and Early Childhood Development. (2009). 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Georgetown, Grand Cayman: Cayman Islands Education Department. www.preschoolexpress.com …home land fair Cayman Isle, I cannot thee forget.