Building A Support

Video: 

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Children work together to solve a problem.

NAEYC

NAEYC: 

Areas of Development: Social-Emotional

2.B.01— Children in Ms. Hansen’s class have varied opportunities to engage throughout the day with teaching staff who are attentive and responsive to them, and facilitate their social competence and their ability to learn through interacting with others.

Ms. Hansen helps a group of children who are constructing with No-Ends. She holds a wall that is in danger of falling over while the children figure out a way to support the wall.

Areas of Development: Language Development

2.D.03— Children have varied opportunities to develop competence in verbal…communication by…communicating needs…and…thoughts…

A boy realizes that the No-End structure he is helping to build needs a support on one side. He asks one of his friends if they can put a support in the appropriate place.

Curriculum Content Areas for Cognitive Development: Social Studies

3.B.02— Ms. Hansen creates and maintains a setting in which children of differing abilities can progress, with guidance, toward increasing levels of autonomy, responsibility, and empathy.

Ms. Hansen encourages children building with No-Ends to devise a support system for part of their structure that is in danger of falling down. When Savannah begins to work on the support, Ms. Hansen encourages her. She guides Savannah to connect two pieces that aren’t quite together and congratulates Savannah when she completes the support structure.

 

IELS

IELS: 

7.4—Fine Motor Development

Children develop fine motor skills.

Children in Ms. Hansen’s class use hand-eye coordination to perform…fine-motor tasks with a variety of manipulative materials.

Several children in Ms. Hansen’s class work together to make a structure from No-Ends building materials.

8.2—Engagement and Persistence

Children purposefully choose and persist in experiences and activities.

The children in Ms. Hansen’s class persist in and complete…self-initiated tasks, activities, projects, and experiences…and…maintain concentration on a task.

Children in Ms. Hansen’s class build an elaborate structure with No-Ends. The project draws the attention of more children who wish to contribute. Ms. Hansen points out that one side of the structure needs something to support it so it does not fall over and the children work to resolve the problem.

8.3—Problem Solving

Children demonstrate strategies for reasoning and problem solving.

Children in Ms. Hansen’s class recognize and solve problems through active exploration, including trial and error, and through interactions and discussions with peers and caregivers.

One of the boys constructing with No-Ends in Ms. Hansen’s class realizes that the structure needs something to support one wall. Ms. Hansen encourages the children to figure out what the wall needs to be supported. Savannah figures out a way to support the wall so it will not fall over.

 

IQPPS

IQPPS: 

Areas of Development: Social-Emotional

2.12— Children in Ms. Hansen’s class have varied opportunities to engage throughout the day with teaching staff who are attentive and responsive to them, and facilitate their social competence and their ability to learn through interacting with others.

Ms. Hansen helps a group of children who are constructing with No-Ends. She holds a wall that is in danger of falling over while the children figure out a way to support the wall.

Areas of Development: Language Development

2.15— Children have varied opportunities to develop competence in verbal…communication by…communicating needs…and…thoughts…

A boy realizes that the No-End structure he is helping to build needs a support on one side. He asks one of his friends if they can put a support in the appropriate place.

Curriculum Content Areas for Cognitive Development: Social Studies

3.4— Ms. Hansen creates and maintains a setting in which children of differing abilities can progress, with guidance, toward increasing levels of autonomy, responsibility, and empathy.

Ms. Hansen encourages children building with No-Ends to devise a support system for part of their structure that is in danger of falling down. When Savannah begins to work on the support, Ms. Hansen encourages her. She guides Savannah to connect two pieces that aren’t quite together and congratulates Savannah when she completes the support structure.

 

HSPS

HSPS: 

 

1304.21(a)(3)(i)(C) - Ms. Hansen encourages self control by setting clear, consistent limits, and having realistic expectations.

Several children in Ms. Hansen’s class work together on a structure using No-Ends without conflict over sharing of space and materials. This demonstrates that the children know what is expected of them during free play and can work productively on a joint project within Ms. Hansen’s expectations for behavior.

1304. 21(a)(4)(i) – Ms. Hansen supports each child’s learning, using various strategies including…observation, play and exploration.

One of the boys constructing with No-Ends in Ms. Hansen’s class realizes that the structure needs something to support one wall. Ms. Hansen encourages the children to figure out what the wall needs to be supported. Savannah figures out a way to support the wall so it will not fall over.

1304.21 (c)(1)(iv) - Ms. Hansen’s classroom environment helps children develop emotional security and facility in social relationships.

Ms. Hansen helps a group of children who are constructing with No-Ends. She holds a wall that is in danger of falling over while the children figure out a way to support the wall. When Savannah begins to work on the support, Ms. Hansen encourages her and congratulates Savannah when she completes the support structure.

 

HSCOF

HSCOF: 

Language Development

Speaking and Communicating

  • Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions, and for other varied purposes
  • Progresses in abilities to initiate and respond appropriately in conversation and discussions with peers and adults.

 

Mathematics

Geometry and Spatial Sense

  • Progresses in ability to put together and take apart shapes.

 

Science

Scientific Knowledge

  • Shows increased awareness and beginning understanding of changes in materials and cause-effect relationships.

 

Social and Emotional Development

Cooperation

  • Increases abilities to sustain interactions with peers by helping, sharing and discussion.

Social Relationships

  • Demonstrates increasing comfort in talking with and accepting guidance and directions from a range of familiar adults

 

Approaches to Learning

Initiative and Curiosity

  • Approaches tasks and activities with increased flexibility, imagination and inventiveness.

Engagement and Persistence

  • Grows in abilities to persist in and complete a variety of tasks, activities, projects and experiences

Reasoning and Problem Solving

  • Grows in recognizing and solving problems through active exploration, including trial and error, and interaction and discussions with peers and adults

 

Physical Health and Development

Fine Motor Skills

  • Grows in hand eye coordination in building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads and using scissors.