Teaching Self-Help Skills

Video: 

You are missing some Flash content that should appear here! Perhaps your browser cannot display it, or maybe it did not initialize correctly.

An associate helps Kaylie learn to cut her own pancakes.

NAEYC

NAEYC: 

Areas of Development: Physical Development

2.C.03- Children are provided varied opportunities and materials that support fine-motor development.

During breakfast, Kaylie is provided with a fork and knife so that she may cut up her own food.

Creating Caring Communities for Learning

3.B.05- An associate in Ms. Schaffer's classroom helps Kaylie learn socially appropriate behavior by providing guidance that is consistent with her level of development.

When Kaylie asks an associate for help with cutting her pancakes, the associate takes the opportunity to teach the procedure to Kaylie. Instead of cutting the pancakes for Kaylie, she explains how to use a fork and knife to cut the pancakes while she cuts them with Kaylie hand-over-hand.

Using Instruction to Deepen Children's Understanding and Build Their Skills and Knowledge

3.G.13- An associate promotes Kaylie's engagement and learning by guiding her in acquiring specific skills and by explicitly teaching those skills.

Kaylie asks an associate for help with cutting her pancakes. The associate describes the process while she performs it hand-over-hand with Kaylie. The associate explains "We're going to hold your knife this way and we're just going to go across and push, and push...look at that! You're doing it!"

 

IELS

IELS: 

7.4-Fine Motor Development

Children develop fine motor skills.

Kaylie uses hand-eye coordination to perform self-help and fine-motor tasks with a variety of manipulative materials.

Kaylie gets some assistance from a classroom associate in cutting her pancakes. The associate works with Kaylie hand-over-hand so she gains a sense of how to perform the task by herself.

9.3-Relationships with Caregivers

Children relate positively to caregivers who work with them.

Kaylie interacts comfortably with a range of familiar caregivers...accepts guidance...and directions from a range of familiar caregivers...shows trust in familiar caregivers...and...seeks help as needed from familiar caregivers.

Kaylie asks a classroom associate to help her cut her pancakes. The associate explains the process to Kaylie as she works hand-over-hand with Kaylie to accomplish the task.

IQPPS

IQPPS: 

Areas of Development: Physical Development

2.13- Children are provided varied opportunities and materials that support fine-motor development.

During breakfast, Kaylie is provided with a fork and knife so that she may cut up her own food.

Creating Caring Communities for Learning

3.5- An associate in Ms. Schaffer's classroom helps Kaylie learn socially appropriate behavior by providing guidance that is consistent with her level of development.

When Kaylie asks an associate for help with cutting her pancakes, the associate takes the opportunity to teach the procedure to Kaylie. Instead of cutting the pancakes for Kaylie, she explains how to use a fork and knife to cut the pancakes while she cuts them with Kaylie hand-over-hand.

Using Instruction to Deepen Children's Understanding and Build Their Skills and Knowledge

3.20- An associate promotes Kaylie's engagement and learning by guiding her in acquiring specific skills and by explicitly teaching those skills.

Kaylie asks an associate for help with cutting her pancakes. The associate describes the process while she performs it hand-over-hand with Kaylie. The associate explains "We're going to hold your knife this way and we're just going to go across and push, and push...look at that! You're doing it!"

 

HSPS

HSPS: 

 

1304.21(a)(3)(i)(B) - The associate in the classroom fosters independence by demonstrating to Kaylie how to cut her pancakes.

When Kaylie asks an associate for help with cutting her pancakes, the associate takes the opportunity to teach the procedure to Kaylie. Instead of cutting the pancakes for Kaylie, she explains how to use a fork and knife to cut the pancakes while she cuts them with Kaylie hand-over-hand.

1304.23(c) – The associate in this classroom ensures that nutritional services in this center-based setting contribute to the development and socialization of enrolled children.

Kaylie asks an associate for help with cutting her pancakes. The associate describes the process while she performs it hand-over-hand with Kaylie. The associate explains "We're going to hold your knife this way and we're just going to go across and push, and push...look at that! You're doing it!" Meals served in this classroom provide the children with an opportunity to interact with peers as well as adults.

 

HSCOF

HSCOF: 

Social and Emotional Development

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

 

Physical Health and Development

Fine Motor Skills

  • Develops growing strength, dexterity and control needed to use tools such as scissors, paper punch, stapler, and hammer.
  • Grows in hand eye coordination in building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads and using scissors.

Health Status and Practices

  • Shows growing independence in hygiene, nutrition and personal care when eating, dressing, washing hands, brushing teeth and toileting.