Clean Up Time

Video: 

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Ms. Wignall demonstrates sorting and working together during cleanup time.

NAEYC

NAEYC: 

Designing Enriched Learning Environments

3.A.07—Ms. Wignall and children in her class work together to arrange the classroom materials in predictable ways so children know where to find things and where to put them away.

Children work with Ms. Wignall to clean up the grocery store center. They work to put the boxed food where it belongs on a shelf and toy canned foods on the counter. In one basket they put all of the toy fruit and in another basket they put all of the toy vegetables.

 

IELS

IELS: 

9.5—Awareness of Community                                                        

Children have an increasing awareness of belonging to a family, community, culture, and program.

Children in Ms. Wignall’s class show responsibility as members of a community by working together to pick up the classroom.

Ms. Wignall explains to children in her class that when they have finished picking up things they were playing with, they can help their friends pick up as well.

11.6—Measurement                                                                       

Children understand comparisons and measurement.

Children in Ms. Wignall’s class sort and classify…objects…using a variety of properties.

During cleanup time, Ms. Wignall takes the opportunity to demonstrate sorting according to type of food; fruit or vegetable. She guides children in cleaning up the grocery store center and uses two baskets to sort the fruit toys and the vegetable toys. Children use shape, size and color to classify the toys as either “fruit” or “vegetable”.

 

IQPPS

IQPPS: 

Designing Enriched Learning Environments

3.3—Ms. Wignall and children in her class work together to arrange the classroom materials in predictable ways so children know where to find things and where to put them away.

Children work with Ms. Wignall to clean up the grocery store center. They work to put the boxed food where it belongs on a shelf and toy canned foods on the counter. In one basket they put all of the toy fruit and in another basket they put all of the toy vegetables.

 

HSPS

HSPS: 

 

1304.21(a)(3)(ii) - Ms. Wignall predicted that the children would need extra support during clean up time, so she participated in this routine and transition so that it occurred in a timely, predictable and unrushed manner according to the children’s needs.

The children in Ms. Wignall’s classroom were able to help clean up the dramatic play area during this transitional time period.  They work to put the boxed food where it belongs on a shelf and toy canned foods on the counter. In one basket they put all of the toy fruit and in another basket they put all of the toy vegetables.

1304.21(c)(1)(vi) - Ms. Wignall provides each child with an opportunity for success to help develop feelings of competence, self-esteem, and positive attitudes toward learning during clean up time of the dramatic play area.

During cleanup time, Ms. Wignall takes the opportunity to demonstrate sorting according to type of food; fruit or vegetable. She guides children in cleaning up the grocery store center and uses two baskets to sort the fruit toys and the vegetable toys. Children use shape, size and color to classify the toys as either “fruit” or “vegetable”.

 

HSCOF

HSCOF: 

Language Development

Listening and Understanding

  • Shows progress in understanding and following simple and multiple-step directions.

Speaking and Communicating

  • Progresses in abilities to initiate and respond appropriately in conversation and discussions with peers and adults.

 

Mathematics

Patterns and Measurement

  • Shows increasing abilities to match, sort, put in a series, and regroup objects according to one or two attributes such as shape or size.
  • Begins to make comparisons between several objects based on a single attribute.

 

Science

Scientific Skills and Methods

  • Develops increased ability to observe and discuss common properties, differences and comparisons among objects and materials.

 

Social and Emotional Development

Self Control

  • Demonstrates increasing capacity to follow rules and routines and use materials purposefully, safely, and respectfully.

Cooperation

  • Increases abilities to sustain interactions with peers by helping, sharing and discussion.
  • Develops increasing abilities to give and take in interactions; to take turns in games or using materials; and to interact without being overly submissive or directive.

Social Relationships

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

Knowledge of Families and Communities

  • Develops growing awareness of jobs and what is required to perform them

 

Approaches to Learning

Initiative and Curiosity

  • Chooses to participate in an increasing variety of tasks and activities
  • Develops increased ability to make independent choices
  • 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
  • Shows growing capacity to maintain concentration over time on a task, question, set of directions or interactions, despite distractions and interruptions.

Reasoning and Problem Solving

  • Develops increasing abilities to classify, compare and contrast objects, events and experiences