Playing a Memory Game

Video: 

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Children take turns while playing a game.

NAEYC

NAEYC: 

Curriculum: Essential Characteristics

2.A.08- Materials and equipment used to implement the curriculum:...promote action and interaction...

Ms. Knudson has made a Memory game available to the children in her class. The children are able to set up the game independently and proceed with the game without assistance. The children keep track of whose turn it is and talk about the game as they play it. When they finish the game, they decide to play again.

Areas of Development: Language Development

2.D.07- Children are provided varied opportunities and materials that encourage them to engage in discussions with one another.

The game Memory provides an opportunity for the children to discuss the game while they play it. They share frustrations when they do not find a match and keep careful track of whose turn is next. At the end of the game, they count the number of cards they matched and compare with each other.

Curriculum Content Areas for Cognitive Development: Social Studies

2.L.02- In Ms. Knudson's class, children are offered opportunities to become part of the classroom community so that each child feels accepted and gains a sense of belonging.

The children playing Memory in Ms. Knudson's class demonstrate acceptance of everyone in the group. When a boy begins his turn early, he is quick to acknowledge that "it's Angel's turn." As the game continues, the children narrate the game ("ok, now it's your turn").

IELS

IELS: 

9.2-Self-Regulation

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

Children in Ms. Knudson's class use materials purposefully, safely, and respectfully.

A group of children play a game of Memory. The children are able to manage their own turn-taking and are respectful during the game.

9.4-Peer Interactions

Children develop the ability to interact with peers respectfully and to form positive peer relationships.

A group of children in Ms. Knudson's class sustains interactions with peers...develops friendships with other peers...and...takes turns with others.

Some children in Ms. Knudson's class play a game of Memory. They respectfully remind each other whose turn it is and share in each other's successes.

10.1-Language Understanding and Use

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

The children in Ms. Knudson's class ...initiates, listens, and responds appropriately in conversations with peers and caregivers...

Children playing Memory in Ms. Knudson's class discuss the game as they play. They name the cards they turn over and share a bit of frustration when they do not get a match. At the end of the game they compare the number of cards each of them has and decide to play again.

IQPPS

IQPPS: 

Curriculum: Essential Characteristics

2.8- Materials and equipment used to implement the curriculum:...promote action and interaction...

Ms. Knudson has made a Memory game available to the children in her class. The children are able to set up the game independently and proceed with the game without assistance. The children keep track of whose turn it is and talk about the game as they play it. When they finish the game, they decide to play again.

Areas of Development: Language Development

2.18- Children are provided varied opportunities and materials that encourage them to engage in discussions with one another.

The game Memory provides an opportunity for the children to discuss the game while they play it. They share frustrations when they do not find a match and keep careful track of whose turn is next. At the end of the game, they count the number of cards they matched and compare with each other.

Curriculum Content Areas for Cognitive Development: Social Studies

2.37- In Ms. Knudson's class, children are offered opportunities to become part of the classroom community so that each child feels accepted and gains a sense of belonging.

The children playing Memory in Ms. Knudson's class demonstrate acceptance of everyone in the group. When a boy begins his turn early, he is quick to acknowledge that "it's Angel's turn." As the game continues, the children narrate the game ("ok, now it's your turn").

HSPS

HSPS: 

1304.21(a)(3)(i)(B) – Ms. Knudson supports social and emotional development and encourages development which enhances each child’s strengths by fostering independence.

Ms. Knudson has made a Memory game available to the children in her class. The children are able to set up the game independently and proceed with the game without assistance. The children keep track of whose turn it is and talk about the game as they play it. When they finish the game, they decide to play again.

1304.21(a)(3)(i)(D) – The classroom atmosphere in Ms. Knudson’s class encourages respect for the feelings and rights of others.

The children playing Memory in Ms. Knudson's class demonstrate acceptance of everyone in the group. When a boy begins his turn early, he is quick to acknowledge that "it's Angel's turn." As the game continues, the children narrate the game ("ok, now it's your turn").

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.

 

Social and Emotional Development

Self Control

  • Shows progress in expressing feelings, needs and opinions in difficult situations and conflicts without harming themselves, others, or property.
  • 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
  • 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

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 ability to find more than one solution to a question, task or problem.