How to Draw Money

Video: 

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Imagination and concept development are fostered in an art project.

NAEYC

NAEYC: 

Curriculum: Essential Characteristics

2.A.07— The curriculum guides the development of a daily schedule that is predictable yet flexible and responsive to individual needs of the children. The schedule provides time and support for transitions

At the end of center time the teacher turns off the lights briefly and begins singing a cleanup song. This signals the children in the class that it is time to put things away and prepare for the next activity. Another teacher asks the girls if they would like to finish their work at center time to give them the option to come back to it later if they choose.

Curriculum Content Areas for Cognitive Development: Early Mathematics

2.F.06— Children are provided varied opportunities and materials to understand basic concepts of geometry, for example, by naming and recognizing two-…dimensional shapes

When one girl identifies the shape of her drawing as “square”, her friend helps her realize that the drawing of the money is in the shape of a rectangle.

Designing Enriched Learning Environments

3.A.05— Teachers work to prevent challenging or disruptive behaviors through: environmental design; schedules that meet the needs and abilities of children; effective transitions; engaging activities.

The classroom is set up to facilitate independence of the children during center time. Materials are accessible to them without the need of assistance from an adult. The predictable schedule puts children at ease and the cues of the lights going off and the cleanup song helps children transition to the next activity.

 

IELS

IELS: 

9.2—Self Regulation

Children show increasing ability to regulate their behavior and express their emotions in appropriate ways.

Jade manages transitions and changes to routines.

Jade transitions easily when the time to clean up comes. She takes her drawing to the classroom associate’s cubby so she can finish it later.

9.3—Relationships with Caregivers

Children relate positively to caregivers who work with them.

Lily and Jade interact comfortably with a range of familiar caregivers… accept guidance… and directions from a range of familiar caregivers… show trust in familiar caregivers… and…seek help as needed from familiar caregivers.

Jade wants to draw a picture of money, but doesn’t know how to duplicate what her friend Lily is drawing. She asks the classroom associate for help and the associate helps Jade think about how she could draw money. She validates Jade’s choice to color over the picture of a face that she drew, because she does not want the face on her money.

10.1—Language Understanding and Use

Children understand and use communication and language for a variety of purposes.

Two girls initiate, listen, and respond appropriately in conversations with peers and caregivers…and ask and answer a variety of question types.

Both girls respond to questions that the associate poses to them. They answer questions about whether they want to draw coins or paper money, what shape the money is and what it will look like. Lily insists that the paper money must have a face on it, while Jade chooses to draw over the face she has created.

 

IQPPS

IQPPS: 

Curriculum: Essential Characteristics

2.7— The curriculum guides the development of a daily schedule that is predictable yet flexible and responsive to individual needs of the children. The schedule provides time and support for transitions

At the end of center time the teacher turns off the lights briefly and begins singing a cleanup song. This signals the children in the class that it is time to put things away and prepare for the next activity. Another teacher asks the girls if they would like to finish their work at center time to give them the option to come back to it later if they choose.

Curriculum Content Areas for Cognitive Development: Early Mathematics

2.26— Children are provided varied opportunities and materials to understand basic concepts of geometry, for example, by naming and recognizing two-…dimensional shapes

When one girl identifies the shape of her drawing as “square”, her friend helps her realize that the drawing of the money is in the shape of a rectangle.

Designing Enriched Learning Environments

3.2— Teachers work to prevent challenging or disruptive behaviors through: environmental design; schedules that meet the needs and abilities of children; effective transitions; engaging activities.

The classroom is set up to facilitate independence of the children during center time. Materials are accessible to them without the need of assistance from an adult. The predictable schedule puts children at ease and the cues of the lights going off and the cleanup song helps children transition to the next activity.

 

HSPS

HSPS: 

 

1304.21(a)(3)(ii) - The caregiver plans for routines and transitions so that they occur in a timely, predictable and unrushed manner according to each child’s needs.

The teachers cue the children that it is time to clean up by turning the lights off and singing the “Clean Up” song. Another teacher tells Jade that she can put her art work in her cubby and finish it at a later time. 

1304.21(a)(4)(ii) - The children are engaged in…opportunities for creative self-expression through activities such as art, music, movement, and dialogue.

Jade wants to draw a picture of money, but doesn’t know how to duplicate what her friend Lily is drawing. She asks the classroom associate for help and the associate helps Jade think about how she could draw money. She validates Jade’s choice to color over the picture of a face that she drew, because she does not want the face on her money. 

 

HSCOF

HSCOF: 

Langauage Development

Listening and Understanding

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

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.
  • Uses an increasingly complex and varied spoken vocabulary.

 

Literacy

Print Awareness and Concepts

  • Shows increasing awareness of print in classroom, home and community settings.
  • Develops growing understanding of the different functions of forms of print such as signs, letters, newspapers, lists, messages, and memos
  • Shows progress in recognizing the association between spoken and written words by following print as it is read aloud.

 

Creative Arts

Art

  • Gains ability in using different art media and materials in a variety of ways for creative expression and representation.
  • Progresses in abilities to create drawings, paintings, models, and other art creations that are more detailed, creative or realistic.
  • Develops growing abilities to plan, work independently, and demonstrate care and persistence in a variety of art projects.
  • Begins to understand and share options about artistic products and experiences.

 

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.
  • Shows increasing abilities to use compromise and discussion in working, playing and resolving conflicts with peers.
  • 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
  • Shows progress in developing friendships with peers
  • Progresses in responding sympathetically to peers who are in need, upset, hurt, or angry; and in expressing empathy or caring for others.

 

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.
  • Grows in eagerness to learn about and discuss a growing range of topics, ideas and tasks.

Engagement and Persistence

  • 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

  • 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

  • Progresses in abilities to use writing, drawing and art tools including pencils, markers, chalk, paint brushes and various types of technology.